posted
You certainly aren't and neither is your mother. I suggest you look at history and realize that Europe was largely a land of barbarians.
That is, unless you think that the ancient Greeks and Romans were lying. I know the truth hurts, but if Stonehenge is civilization, the definition really expands.
In addition, civilization, urban variant, in "West" Africa is much older than those in Northern Europe. Great Zimbabwe is much older even though the majority in region were recent immigrants.
Last point, Egypt is anything but a white civilization. The modern inhabitants today don't even look Lebanese, Tunisian or Turkish. I have a hard time differentiating them with Greeks or Italians. On the other hand, Egyptians, Lower or Upper, stand out.
I think you're mixing up foreigners who tend to have European/ Turkish surnames with native Egyptians. There are natives who look Arabian with brown skin, but that stock is commonly found in East Africa. The rather weak Al-Ahram article points that out:
quote: Upper class Egyptians, often fairer than their poorer compatriots, invariably look down on lower class Egyptians who tend to be darker in complexion. There is a subtle correlation between lower income and darker complexion. The Egyptian upper classes and elites tend to be noticeably lighter in complexion than their poorer and working class compatriots. "They labour in the sun," is sometimes the cynical explanation.
But, a more accurate explanation would be that Egypt has for thousands of years been ruled by foreign, and lighter-skinned, invaders -- Persians, Greeks, Romans, Arabs, Turks, the French and British. A large section of the pre-revolutionary Egyptian elite could trace their ancestry to Balkan, Caucasian and Turkish roots. Moreover, Napoleon Bonaparte's French expedition was notorious for sowing its seeds in places like the Delta city of Mansoura whose women are reputedly "exceptionally beautiful"; in Egyptian common parlance that means fair-skinned, with light-coloured eyes and hair.
Not only are the poorer classes darker in complexion, but they tend to display more "African" cultural traits. Much of the music they enjoy has rhythmic beats that are reminiscent of those of the music of Africa south of the Sahara, with an emphasis on drums and percussion. The elite tend to favour classical Western-influenced music or Middle Eastern (Turkish and Persian) musical strains dominated by stringed instruments. While the poorer and working classes are more likely to dance spontaneously and with abandon in public, the elites tend to be more restrained. Much clapping and ululation accompanies street parties in low income areas, the elites, in sharp contrast, shun these "baladi" literally "country" traits, suggestive of the African.Link
Keep in mind that Egypt is even poorer than Palestine. Life expectancy is lower, so let's not assume that the upper class is as large as the lower classes.
The off-white "Middle Eastern-looking" people are certainly not the majority as well. I don't even know what that entails, because Arabians don't look off-white. You'd have to include Sri Lankans onto that group as well if so.
Posts: 1080 | Registered: Aug 2008
| IP: Logged |
posted
The information presented above suggests that African born blacks residing in western countries as a group possess IQs that are between 5 points and a full standard deviation (15 IQ points) above that of whites living in these countries. So that the median IQ for African blacks residing in the west should be about 110, if one accepts that research suggesting direct casual relationships between academic attainment levels and IQ (e.g. Gottfredson, 1998; Ostrowsky, 1999)!
Research also shows that when African Americans are matched as to linguistic behavior (e.g. black vs. standard English), literacy levels and to the comprehension of sayings requiring specific knowledge, that African Americans perform as well or better than do Whites on IQ tests.
By Bernie Douglas (April 10, 2008), Revised February 17, 2009 What are IQ Tests?
IQ is a culturally and ideologically rooted construct; an index intended to predict success or outcomes that are valued as success by some people, in western societies. The items on these tests are largely measures of achievement at various levels of competency (Sternberg et al, 1998a, 1999, 2003a) and are devised impressionistically by psychologists to simply mimic the psycholinguistic structures of schooling and middle class clerical/administrative occupations (Richardson, 2000, 2002). Alfred Binet, the inventor of the first intelligence test devised this instrument more than 100 years ago to screen “children” for educational difficulties, and made clear its conceptual foundations (See Richardson, 2002). His interest was in the educational development of children, and argued that his test could not be used for children over the age of seventeen. He also believed that scores on his test could be radically improved through learning and instruction. Stern (1914) would devise what is known today as the concept of “I.Q.,” which stands simply for “Intelligence Quotient.” Stern’s quotient system was, too, like Binet’s test, devised for use exclusively with children, and was not intended for use with adults.
IQ tests were originally intended to be little more than devices for generating numbers that are useful in assessing academic aptitude with in a given culture, and for use mainly with children. IQ tests sample some elements of intelligent behavior and these elements are associated with academic performance (Capron et al, 1999). Traditional IQ tests do not measure the many forms of intelligence that are beyond more academically specific skills, such as music, creativity, art, interpersonal and intrapersonal abilities (Braaten and Norman, 2006; Gardner, 2000; Armstrong, 1993). The processes associated with schooling influence performance on IQ tests through a combination of direct instruction and indirect inculcation of modes of thinking, and the values associated with standardized testing (Ceci and Williams 1997; Ceci, 1991; Richardson, 2000, 2002). Tests have a narrow focus on skills and tasks which are acquired and rehearsed through the processes of formal or informal schooling (Ceci and Williams, 1997; Ceci, 1991: Kamin, 1974).
IQ and similar tests are also unable to measure one' s potential, are not independent from what is measured by achievement tests and are not powerful predictors of low reading performance (Siegel, 1989, 1992; Bradshaw, 2001; Naglieri and Reardon, 1993; Rispens et al 1991). Test results in one child can vary according to mood, motivation, and fatigue, while the tests themselves show prominent rehearsal/learning effects, generally assume a degree of literacy, and are largely framed to suit mainstream Western cultural requirements (Ceci & Williams, 1997; Ceci, 1991; O' Brien, 2001; Richardson 2000, 2002; Sternberg, 2004). For these reasons and others many believe that the use of IQ tests should be abandoned (Siegel, 1989, 1992; Vellutino et al, 2000, Bradshaw, 2001; Schonemann, 1997c). In addition, no tests except dynamic tests (see Sternberg & Grigorenko, 2002a) that require learning at the time of the test directly measure ability to learn. Traditional IQ tests focus on measuring past learning, typical of the kind acquired through the processes of formal schooling and cultural exchange. While these things are known to be heavily influenced by accessibility, motivation and available opportunities to learn (see Fagan and Holland, 2002, 2007). Heritability and IQ:
Despite what some have argued in the past, there is no serious evidence which has demonstrated IQ tests to measure either an inborn property or what is commonly understood to mean intelligence (see Hirsch 1970, 1997, 2004; Schonemann, 1997c, 2005; Schonemann and Schonemann, 1994; Kempthorne 1978, 1997; Capron et al, 1999; Vetta, 2002; Wahlsten, 1981, 1990; Capron and Vetta, 2001). Intelligence is a highly subjective and culturally confound concept which remains largely undefined (Schonemann, 1997c; Sternberg, 2007; Cole et al, 1971; Guttman, 1992). The twin and adoption studies commonly used to report heritability estimates in relationship to IQ tests have also been shown to be suspicious in nature. The biometrical school of scientists who fit models to IQ data traces their history to R. Fisher (1918), but their genetic models have been shown to have virtually no predictive value (Vetta, 2002; Vetta, 1976; Capron and Vetta, 2001; Capron et al, 1999; Schonemann, 1997c). For example, statistical models used in twin studies and inferences from them relating to IQ tests lack statistical validity, and are thus of dubious value (Capron et al., 1999; Kempthorne, 1997; Schonemann, 1997c; Schonemann and Schonemann, 1994).
Wahlsten (1981) argues that errors are so wide spread in the heritability literature that the critical reader has good reason to doubt every article published on the topic in relationship to IQ. He goes further stating that it is necessary to check the arithmetic, algebra and original references before seriously considering any conclusions. For example, the most widely used heritability method, now, is based on a paper by Jinks and Fulker (1970). However, this method contains an algebraic error that renders its application in most instances, worthless (See: Capron et al, 1999; Schonemann, 1997c, 1990). Schonemann (1997c) shows that conventional heritability estimates often produce absurdly high values for variables that cannot possibly be genetic. He found that if one applies the traditional heritability arithmetic to the twin data collected by Loehlin and Nichols (1976), that the answer to the question Did you take a bubble bath last year is 90% genetic (Schonemann, 1997c)! Kempthorne (1978, 1997) argues that the concept of heritability is important for plant and animal breeding because it is possible to design and carry out experiments to estimate variance components, but that data on humans is observational and individuals are not randomly assigned to environments, and should, for these reasons, be ignored.
A psychologist administering an IQ test to different kinships (e.g. twins) is not manipulating either the genetic or environmental factors, as is done in animal experiments (Capron et al, 1999; Kempthorne, 1997), thus their estimates tend to be speculation in absence of any definitive proof. Many well regarded statistical and biometrical experts have argued that the true heritability of IQ is probably closer to zero (see: Schonemann, 1997c, 1990; Schonemann and Schonemann, 1994; Capron et al, 1999; Vetta, 2002; Wahlsten, 1981, 1990; Vetta and Coureau, 2003; Taylor, 1980; Hirsch 1970, 1997, 2004; Kempthorne 1978, 1997)! Indeed, literacy and acculturation have been shown to predict IQ score differences between groups and individuals better than any other variables (Boone, 2007; Manly et al, 1998; Fagan and Holland, 2002, 2007; Ryan et al, 2005). Why the Racial Controversy?
While one will find many flaws and inconsistencies associated with the concept of IQ, this has not managed to sway some hard nosed advocates from continuing to promote the test’s practical merits for predicting academic success and occupational status within western market based societies – This is in spite of the test’s predictive value in these areas also having been roundly challenged (Schonemann, 1997c, 2005; Siegel, 1989; Bradshaw, 2001; Sternberg, 2001; Frank, 1983).
Some of the more ardent IQ advocates have even gone so far as to argue that the possible reason many blacks and other minorities do not achieve in areas relating to academic attainment and occupational status, particularly in the US, is not due to historical racism or negative societal factors, but instead because of factors that relate to low IQ scores. Ignoring historical events (e.g. slavery and Jim Crow) economic and educational biases (Pattillo,1999; Diamond and Spillane 2004; Roscigno, 1998), the affects of culture and cultural differences (Valsiner, 2000; Cole et al. 1971; Serpell R., 1979; Ogbu and Simons, 1998), the questionable methodology and theory involved in IQ tests (Schonemann, 1997c, 2005; Guttman, 1955, 1992; Hirsch, 1970, 1997, 2004), poor test validity and predictive value (Schonemann, 1997c, Bradshaw, 2001; Sternberg, 1997), test bias (Manly, 1998; Helms, 1992; Helms, 1997; Kwate, 2001; Baldwin and Bell, 1985; Borsboom, 2006) and overwhelming criticism leveled against heritability estimates (Capron et al, 1999; Schonemann, 1994, 1997c; Hirsh, 1970, 2004 ; Kempthorn; 1978, 1997; Lidz and Blatt, 1983; Joseph, 2004, 2006; Vetta, 1976, 2002), these advocates tend to proceed with their arguments, unaltered.
For example, in 1994 authors Herrnstein and Murray in their controversial book “The Bell Curve” argued that a dysgenic trend exists in western societies that foresee the establishment of a “cognitive elite.” Although their work was subject to wide and often scathing criticism, the authors managed to generate a substantial amount of media attention, which helped to perpetuate negative ethnic stereotypes in the formal literature and in public discourse for a number of years.
Many IQ advocates argue that a general index of cognitive ability is the single best predictor of virtually all criteria considered necessary for success in life in the Western part of the developed world (Schmidt, Ones & Hunter, 1992), and maintain that the average undergraduate, “those who graduate from college or university”, must possess an IQ that is on average no lower than 115 (Ostrowsky, 1999; Gottfredson, 1998), while individuals who are able to obtain a graduate level degree must on average possess an IQ in the range of 125 (Gottfredson, 1998). This often serves the implied purpose of suggesting that blacks and other minorities do not go on to, or graduate from institutions of higher learning, and ultimately move on to professional careers and economic success, not because of matters relating to personal interest, financial ability, or the quality of schooling received in the past; but instead because of factors relating to IQ scores (e.g. Jensen, 1980; Gottfredson, 1998). Arguments such as these tend also to base themselves within the shaky framework that is, “nature vs. nurture.” In this case, does more school develop high IQ, or does a high IQ equal more school and greater socio-economic success (Jensen, 1980; Gottfredson, 1998)? Others have pointed out, simply, that the correlation between IQ scores and school performance is one deliberately built into tests and that processes associated with schooling directly influence tests performance (Richardson, 2002). Black African Immigrants Significantly Exceed Whites in Level of Education:
African-born blacks comprise about 16 percent of the U.S. foreign-born black population (U.S. Bureau of the Census, 2000), and are “considerably” more educated than other immigrants. The vast majority of these immigrants come from minority white countries in East and West Africa (e.g. Kenya and Nigeria). While less than 2 percent originate from North or South Africa (CIA World Factbook, 2004; Yearbook of immigration Statistics, 2003). An analysis of Census Bureau data by The Journal of Blacks in Higher Education (1999-2000) and the “Lewis Mumford Center for Comparative Urban and Regional Research” (2003) find that Black African immigrants to the United States are more likely to be college educated than ‘any’ other immigrant group, which included those from Europe, North America and Asia (see also Nisbett, 2002; U.S. Bureau of the Census, 2000). African immigrants have also been shown to be more highly educated than any native-born ethnic group including white and Asian Americans (Logan & Deane, 2003; Williams, 2005; The Economist, 1996; Arthur, 2000; Selassie, 1998; Nisbett, 2002).
Most research suggests that between 43.8 and 49.3 percent of “all” African immigrants in the United States hold a college diploma (Nisbett, 2002; Charles, 2007; U.S. Census, 2000). This is slightly more than the percentage of Asian immigrants to the U.S., substantially greater than the percentage of European immigrants, nearly “double” that of native-born white Americans, nearly four times the rate of native-born African Americans, and more than “8 times” that of some Hispanic groups (Williams, 2005; Nisbett, 2002; Kent, 2007; The Journal of Blacks in Higher Education, 1999-2000; U.S. Census, 2000)! Black immigrants from Africa have also been shown to have rates of college graduation that are “more” than double that of the U.S. born population, in general (Williams, 2005). For example, in 1997, 19.4 percent of all adult African immigrants in the United States held a “graduate degree”, compared to 8.1 percent of adult whites (a difference of “more than” double) and 3.8 percent of adult blacks in the United States, respectively (The Journal of Blacks in Higher Education, 1999-2000). This shows that America has an equally large achievement gap between white Americans and African born immigrants as between native born white and black Americans.
In the UK, 1988, the Commission for Racial Equality conducted an investigation on the admissions practices of St. George's, and other medical colleges, who set aside a certain number of places for minority students. This informal quota system reflected the percentage of minorities in the general population. It was discovered that minority students with Chinese, Indian, or black African heritage had higher academic qualifications for university admission than did whites (Blacks in Britain from the West Indies had lower academic credentials than did whites). In fact, blacks with African origins over the age of 30 had the highest educational qualifications of any ethnic group in the British Isles (Cross, 1994). According to the 1991 British Census, 26.5 percent of black Britons who were born in Africa had at least some college education. In contrast, only 13.4 percent of white Britons had gone to college.Thus, the evidence pointed to the fact that minority quotas for university admissions were actually working against students from these ethnic groups who were on average more qualified for higher education than their white peers (Cross, 1994; Also see, Dustmann and Theodoropoulos, 2006).
Dustmann and Theodoropoulos (2006) provided the first thorough investigation of educational attainment and economic behavior of ethnic minority immigrants and their children in Britain. This study investigated how British born minorities performed in terms of education, employment and wages when compared to their parent’s generation, as well as to comparable groups of white natives using 27 years of “LFS data” (Labour Force Survey). In both generations Black Africans topped the list in both years of schooling/educational qualifications and wages/employment followed by Indian and Chinese immigrants. This study generally found a strong educational background for Britain’s ethnic minority immigrant population; with second generation ethnic minorities, ‘on average’, doing better than their parents, and “substantially better” than their white peers in most socio-economic indicators and outcomes.
Again, when comparing immigrants in the United States one quickly finds that the racialist models adopted by many Psychologists do not always predict outcomes in the way one might expect. For example, it has been shown that black immigrants born from Zimbabwe (96.7 percent), Botswana (95.5 percent) have high school graduation rates that far exceed all white immigrant and native born groups. While the average Nigerian immigrant (58.6 percent) living in the United States is “eight times” more likely to have obtained a bachelors degree than the average Portuguese born (7.3 percent) (Dixon D, 2006; Dixon D, 2005)!
The African born in the United States are concentrated in management or professional and sales or office-related occupations. Of the employed population age 16 and older in the civilian labor force, the African born are much more likely than the foreign born in general to work in management and professional occupations as well as sales and office occupations (i.e. clerical/administrative). Additionally, the African born are less likely to work in service, production, transportation, material moving, construction, and maintenance occupations than the foreign born in general (Dixon D, 2006). In the UK a study by Li and Heath, from Birmingham University and Oxford University (respectively), found that Africans are more likely to be in professional and managerial jobs than white British men, with a large proportion, about 40%, holding these positions (Li and Heath, 2006; Cassidy, 2006). Black African Educational Attainment and their Implications for IQ:
The information presented above suggests that African born blacks residing in western countries as a group possess IQs that are between 5 points and a full standard deviation (15 IQ points) above that of whites living in these countries (see, Gottfredson, 1998; Ostrowsky, 1999; Richardson, 2002; Cross, 1994; Williams, 2005; Nisbett, 2002). So that if one accepts the research suggesting direct casual relationships between academic attainment and IQ (Gottfredson, 1998; Ostrowsky, 1999) the median IQ for African blacks residing in the west should be about 110! This is especially true for those living in the United States and in the UK. One may also expect to find, according to much of the “corroborative” literature that relates IQ with education, approximately twice the number of African born immigrants with IQs in the 115 range, than among the general white American population (Gottfredson, 1998; Ostrowsky, 1999; Williams, 2005; Nisbett, 2002); and more than twice the number of African immigrants in the 125 IQ range (see Gottfredson, 1998; Nisbett, 2002; The Journal of Blacks in Higher Education, 1999-2000). For example, in the United States, African born blacks and their offspring have been reported to exceed American born whites in several of the most cognitive socio-economic indicators – ‘the areas of educational attainment and occupational status’ -- in ways that are virtually identical to the gaps observed between native born white and black Americans (Nisbett, 2002; Charles, 2007; Le, 2007; Le, 2007; US Census Bureau, Census 2000. "5% Public Use Microdata Sample.").
Some advantages to using academic attainment comparisons for the analysis of major group differences in IQ in Western industrialized nations are that they provide very big numbers, sample sizes often in the hundreds of thousands, that are genuinely random; and consequently specific ethnicities can be compared with statistical confidence. Evidence shows that the differences in overall educational attainment observed between African born blacks in the United States and UK and native born whites are quite spectacular! Indeed, if one chooses to adopt the racial hereditarian thinking of Jensen (1980), Herrnstein and Murray (1994) or Gottfredson (1998), these disparities become suggestive of underlying intelligence differences between the two populations; with these differences in “strong favor” of African born blacks! Though higher cognitive indices are said by some to be predictive of more educational achievements and more education predictive of higher intellectual outcomes (e.g., Brody, 1997; Ceci & Williams, 1997), so that there are reciprocal relationships. Most who study African immigrants attribute their inclination toward academic attainment to be the result of positive cultural factors (Arthur, 2000; Selassie, 1998).
In the United States today, most claims regarding differences between ethnic ‘populations’ in relationship to IQ test performance are based on statistically derived data that relate to scholastic aptitude tests (e.g. Flynn, 2006). With this in mind, and acknowledging the superior educational attainment of African blacks in the United States (and elsewhere) it can thus be argued, because of their superior educational attainment levels, that they must also surmount far more in number and more difficult scholastic aptitude tests, in general, which in turn would require higher level IQs (see Gottfredson, 1998; Ostrowsky, 1999). As whites on average do not, or are unable to attain the same levels of academic achievement within these (their own!) academic institutional frameworks, they must also by the racialist thinking employed by some, possess significantly lower cogitative indices on the group level (e.g. Jensen, 1980; Gottfredson, 1986, 1998). In fact, attainment differences of these ‘grand’ magnitudes would suggest that American whites, in particular, are at a significant intellectual handicap when matched against immigrants of black African, East Indian, and East Asian descent. Incidentally, most American whites themselves are the children or grandchildren of “self-selected,” voluntary immigrants from Europe (Ogbu and Simons, 1998), and thus these trends can not be said to result from immigrant selectivity.
African born blacks residing in Western countries tend also to be concentrated in higher level professional occupations, which are considered (by some) to be more intellectually demanding; requiring greater cognitive ability (Jensen, 1980; Gottfredson, 1986; Herrnstein and Murray, 1994), than the average occupations of either American or British born whites (Nisbett, 2002; Dixon, 2006; Li and Heath, 2006; Dustmann and Theodoropoulos, 2006). According to IQ advocates and social Darwinists, alike, these occupational differences should also be indicative of higher levels of intelligence among black African immigrants than among whites (e.g. Gottfredson, 1986; Jensen 1980). Cole (1990), argues that the relevance of school-based skills, such as those found on IQ and scholastic aptitude tests, will grow as the outside-of-school contexts becomes more like that of school itself. While demand for these kinds of school based skills are found most frequently among the clerical/administrative occupations (Richardson, 2002) which African born blacks residing in western countries tend to be found overrepresented (Nisbett, 2002; Dixon, 2006). In fact, as virtually all IQ tests in popular use today were designed specifically for the purposes of predicting academic success and occupational status, it could thus be argued that the west’s hereditarian “Cognitive Elite” (discussed in “The Bell Curve”) could be best described as black men and women from Africa.
Something else to note, according to the New York Times (Roberts, 2005), for the first time in history more blacks are coming to the United States from Africa than during the entire span of the transatlantic slave trade: “Immigration figures show that since 1990 more Africans have arrived voluntarily than the total who disembarked in chains before the United States outlawed international slave trafficking in 1807. “ For example, research shows that around 15% of Ghana’s 20million citizens live aboard (Owusu-Ankomah 2006). Similar trends can be observed among other African states. The U.S. Census Bureau's 2005 American Community Survey counted 114,000 black African immigrants in the Washington metropolitan area, alone, accounting for about 11 percent of the area’s total immigrant population. Less than 6 percent arrived before 1980. In other words: black African achievement can not simply be dismissed as that of a “small group” of elites entirely unrepresentative of the greater continent. Moreover, the academic attainment and occupational achievements of black Africans are not only documented in the United States, but also the UK (Li and Heath, 2006; Dustmann, Theodoropoulos, 2006) and Canada (Guppy and Davies, 1998; Boyd, 2002; The Canadian Encyclopedia, 2008). Culture, Race and Intelligence Testing:
It is taken for granted by many in the West that children who do well on standardized tests are intelligent. However, different cultures have their on views of what intelligence is and often these views do not resemble western notions (Sternberg, 2007; Cole, 1990; Cole et al. 1971; Greenfield, 1997). In this respect, people that are considered intelligent may vary from one culture to another, along with the acts that constitute intelligent behavior (Sternberg, 2007). It has been said, for example, that the comparison of IQ scores of different nationalities or cultural groups is, at best, a hazardous enterprise and at worst a nonsensical and mischievous waste of time (Mackintosh, 1998).
In addition, few researchers ever apply standardized measures that are either preferred by or normed in favor of those whose livelihoods or day to day lives are more closely associated with the informal sectors and/or economically disparaged segments of society to those from more affluent or formal society, in order to provide some kind of balance. It has been shown, for example, that tests which are highly novel in one culture or subculture may be quite familiar in the next (Valsiner, 2000), so that, for instance, unschooled subjects may fail at classification tasks characteristic of school learning contexts and succeed with classification relevant to their own everyday practical experiences (Cole, 1990; Cole et al. 1971). That is, even if components of information processing are the same, the experiential novelty to which they are applied may be different (Valsiner, 2000; Sternberg, 2004). Thus, the structure of thought depends upon the structure of the dominant types of activity in different cultures. In other words, people will be good at doing those things that are important to them and that they have opportunities to do often.
A study by Serpell (1979) highlighted this well. Zambian and English children were asked to reproduce patterns using three media alternatives (wire, clay, or pencil and paper). It was found that the Zambian children excelled in the wire medium with which they were most familiar, exceeding the English children in that task; while the English children were best with pencil and paper. Both groups were found to perform equally well with clay. Thus, children performed better with the materials that were more familiar to them from their own environments. A study by Carraher et al (1985) also demonstrated examples of this effect, this time in a group of Brazilian children. The study found that the same children who were able to do the mathematics needed to run their street businesses were often unable to do “the same” mathematics when presented in a more formal (grade schooling) context.
Cole et al (1971) studied a tribe in Africa called the “Kpelle” in which culture was shown to have a rather humorous effect on interpretations of intelligence. In this study adult participants were asked to sort items into categories. However, rather than producing the kind of taxonomic categories (e.g. "fruit" for apple) typically done in the west, the Kpelle participants sorted items into functional groups (e.g. "eat" for apple). After trying and “failing” to teach them to categorize items taxonomically, the Kpelle were asked as a last resort how a “stupid” person would do the task. At that point, according to the researchers, without any hesitation, the Kpelle sorted items into taxonomic categories (Cole et al., 1971)! Demonstrating that not only where these individuals able to do the presented tasks, but in their own culture, what was considered intelligent by western views was thought to be “stupid.” Education, Literacy, Culture and Standardized Tests --When Blacks Exceed Whites!
Crawford-Nutt (1976) found that African black students enrolled in westernized schools scored higher on progressive matrix tests than did American white students. The study was meant to examine perceptual/cultural differences between groups, and demonstrated that one’s performance on western standardized tests may actually correspond more closely with the quality and style of schooling that one receives more so than other factors. These findings closely support research suggesting that the forms of recognition and reasoning found on Progressive Matrixes tests are exercised and maintained within a western style educational setting (Ceci & Williams, 1997; Ceci, 1991; Richardson, 2000, 2002). Buj (1981) also showed Ghanaian adults in another study to score higher on the same supposedly ‘culture fair’ intelligence test than did Irish adults; scores were 80 (Ghanaian) and 78 (Irish), respectively. While Shuttleworth-Edwards et al (2004) in a study with black South Africans between the ages of 19–30, showed highly significant effects for both level and quality of education within groups whose first language was an indigenous black African language. For example, black African first language groups (as well as white English speaking groups) with “advantaged education” were comparable with the US standardization in IQ test scores (e.g. WAIS-III).
Other programs have shown dramatic improvement in test scores for socially disadvantaged adolescents as a result of short-term cognitive training, so that "…three months later their performance was indistinguishable from that of middle class students” (Feuerstein & Kozulin, 1995, p. 74). Studies done with Ethiopian immigrant students coming from extraordinarily poor rural circumstances tested in Israel by different IQ tests had, in pre-intervention tests, demonstrated lower test scores than the Israeli norm. However, after a short but intensive teaching process the Ethiopian immigrant children performed at about the same level as the Israeli norm (Tzuriel & Kaufman, 1999; Kozulin, 1998).
Bond (1924) early last century pointed out that the average IQ scores of African Americans from several northern states were higher than those for whites from many southern states (Bond, 1924a, p. 63). He argued that African Americans who migrated to the North must have left their "duller and less accomplished White fellows in the South." Bond also believed that IQ test scores reflected social and educational training. Inline with this belief, Jenkins's (1936) reported the results of IQ tests given to Black and White children in Illinois, and found that the proportion of students with scores over 130 was the same among Black and White children when environmental influences were comparable. A later study, involving Caribbean children, would in essence replicate these findings. The results from that study showed that when raised in the same enriched institutional environments as white children, black children demonstrated superior IQ test scores. IQs were: Black children 108, Mixed children 106, and White children 103 (Tizard et al, 1972).
Studies also show that upward of 99% of group IQ score differences between healthy black and white Americans are eliminated after controlling for cultural factors. Manly et al (1998) found that after cultural factors such as linguistic behavior (e.g. black vs. standard English) are controlled between healthy black and white Americans that IQ score differences between these populations virtually disappear; becoming insignificant in all but only one area (a reading section)! Some argue that because those who construct standardized tests come from a narrow social group that it follows that test items will contain information and structures that match the background knowledge of some people more than others (Richardson, 2000). This may explain why “acculturation” is found to predict IQ score differences better than virtually any other variable, aside from literacy levels (which is essentially another mediator of culture). Other studies have shown similar results, after controlling for cultural factors. Fagan and Holland (2002) found that where exposure to specific information was required; whites knew more about the meanings of different sayings than did Blacks, due to exposure. But, when comprehension was based on generally available information, Whites and Blacks did not differ (Fagan and Holland, 2002; see also, Fagan and Holland, 2007). This study also found that when Blacks and Whites are matched as to the comprehension of sayings requiring specific knowledge that Blacks were superior to Whites on intelligence tests (ibid).
Teng and Manly (2005) argue that tests developed for members of the majority culture are often inappropriate for ethnic minorities, especially those who speak a different language, have little or no formal education, and grow up in vastly different circumstances (see also, Williams, 1972; Boone et al, 2007). These researchers further argue that variables that directly affect test performance, such as education and acculturation instead of race or ethnicity, should be considered as explanatory variables for test performance (Teng and Manly, 2005). Boone et al (2007) obtained findings that further supported this line, as not ethnic differences, but the effects of acculturation directly and significantly influenced IQ test performance. The authors cautioned that normative data derived on Caucasian samples may not be appropriate for use with other ethnic groups (Boone et al, 2007). Ryan et al (2005) found that discrepancy in reading and education level was associated with worse psychological test performance (e.g. IQ and other tests), while racial/ethnic minority status was not. Educational Bias:
In the United States, when matched for IQ with Whites, American Blacks have been shown to demonstrate superior “Working Memory” (Nijenhuis et al., 2004). This is a particularly interesting finding as African Americans tend to be taught by less qualified teachers (e.g. non-certified teachers and teachers with limited experience) than their white counterparts, and are provided with less challenging school work (Hallinan 1994; Diamond et al., 2004; Uhlenberg and Brown 2004). In Chicago, for example, the vast majority of schools placed on academic probation as part of the district accountability efforts were majority African-American and low-income (Diamond and Spillane 2004). Thus, it is somewhat of a surprise that African Americans should outperform white Americans on any portion of a paper and pencil test designed to mimic the structures of western style schooling and culture (Richardson, 2000, 2002).
Educational inequality in the U.S. is a pervasive part of the social system and is primarily a consequence of housing. Since the majority of states determine school funding based on property taxes, schools in wealthier neighborhoods receive more funding per student. As home values in white neighborhoods are higher than minority neighborhoods, local schools receive more funding via property taxes (Kelly, 1995). In addition, there has been a history of social policy which has limited African American’s access to avenues of wealth accumulation (e.g. purchasing suburban homes); so that black families also have far fewer assets than their white counterparts who earn the same incomes (Oliver and Shapiro, 1995). Parents with greater assets are free to use them for things like tutors, purchasing educational materials (e.g. computers), and to pay for private schools and more expensive colleges.
In a study which helped to highlight the need for better education for African American children, Serpell et al. (2006) took 162 low-income African American and white fourth graders and assigned them, randomly, to ethnically homogeneous groups of three to work on a motion acceleration task, using computer simulation or physical tools. Or to a control group that did not participate in the learning activities. It was shown that both African American and White students performed equally well on the test of initial learning, with both groups scoring significantly higher than the control group. However, it was also found that African American children’s transfer outcomes were superior to those of their White counterparts (see Serpell et al., 2006). The study demonstrated, empirically, that not only do African American children learn as well as white children, but that they may actually exceed their white counterparts in their ability to transfer learned abilities to real tasks. A Closer Look at Culturally Bias Testing:
Barnes (1972) noted that the Stanford-Binet, and the Wisc IQ tests are examples of “Culture specific tests,” and that the culture in this instance is what is referred to as “white middle class” culture. Lyman (1970) designed a cross cultural test called the “American Cross Culture Ethnic Nomenclature Test”, or “ACCENT.” The instrument contained 20 black biased and 20 white biased items. In one experiment this test was administered to 110 undergraduates (91 whites and 19 blacks) where it was found that the black participants out performed the white participants. Blacks obtained a mean of 15.3 on the black items and 11.1 on the white items, while white subjects obtained a mean of 12.7 on the white items and 8.3 on the black items. The results of this study indicated that when blacks and whites are tested cross-culturally that blacks may outperform whites on standardized tests.
Williams and Rivers (1972b) showed that test instructions in Standard English penalize the black child and that if the language of the test is put in familiar labels, without training or coaching, the black child’s performance on the tests increase significantly. Ideally a child’s language development should be evaluated in terms of his progress toward the norms for his own particular speech community (Cadzen, 1966); however, this kind of evaluation is rarely, if ever, done with respect to African Americans. Studies using sentence repetition tasks have found that at both third and fifth grades white subjects repeated Standard English sentences significantly more accurately than black subjects, while black subjects repeated nonstandard English sentences significantly more accurately than did white subjects (Marwit et al, 1977). Students in American schools are usually taught and tested only in Standard English, which can put African American students at a disadvantage. In fact, this issue was at the center debates concerning the use of Ebonics in the American school system during the 1990s.
Researchers provide considerable evidence showing that traditional psychological assessment is based on skills that are considered important within white, western, middle-class culture, but which may not be salient or valued within African-American culture (Helms, 1992; Helms, 1997; Hilliard, 1995; Boone et al, 2007; Teng and Manly, 2005). Kwate (2001) argues that IQ tests are antagonistic and incompatible with an African centered conception of intelligence and mental health, while a study by Obiakor and Utley (2004) showed that culturally diverse learners are often excluded in educational programs in the U.S. through misidentification, misassessment, miscategorization, misplacement, and misinstruction-misintervention. When test stimuli are more culturally pertinent to the experiences of African Americans, performance improves (Hayles, 1991; Williams and Rivers, 1972b). For example, research shows that “Black Culture” depicts problem solving as an integrative hemispheric endeavor rather than a linear, analytical process (Bell, 1994), and that in this culture "psychological closeness" is necessary for one’s involvement in the phenomena which he seeks to understand.
Studies using empirical methods also find that cultural differences in the provision of information account for racial differences in IQ scores. Fagan and Holland (2007) asked African-Americans and white Americans to solve problems typical of those administered on standard IQ tests. Half of the problems were solvable on the basis of information generally available to either race, or on the basis of information newly learned; while other problems were only solvable on the basis of specific previous knowledge. In this study specific knowledge varied with race and was shown to be subject to test bias (Fagan and Holland, 2007). Test Design:
IQ tests are not constructed on the basis of any scientific model of intelligence; they are simply created (by statistical manipulation of item content) to identify individuals who have already been deemed to be 'intelligent' by other, more subjective, criteria (Richarson, 2002; Richardson, 2000). These criteria involve what is called, “norm-referencing.” In norm-referenced tests, items which do not discriminate between preselected groups are simply rejected or thrown out (Williams, 1972). So that test factors are no more than a product of the arbitrary way that ability items are devised or selected for inclusion in psychometric tests. Norm referenced measures are by far the most common method used, trying out and discarding items based on item correlations is a major part of the standardized test construction enterprise. In this respect, not only can one expect to find examples of “cultural bias” built into IQ tests, but also, “observer bias.”
Psychometric tests are intended to sample performance in some aspect of the test taker's environment. However, popular IQ tests are hardly able to do this outside of the “white middle class,” to whom the tests are typically normed. They are also particularly harsh against those who are unfamiliar with “white middle class’” cultural tools and values, or are simply unable to receive an education that is comparable with this group (Richardson, 2000, 2002; Helms 1992, 1997; Barnes, 1972). For this and other reasons the use of IQ tests can be unfair when comparing people outside of particular social groups.
Psychometric theory states that differences in raw test scores (eg, IQ-scores) of different groups cannot be used to infer group differences in theoretical attributes (e.g. intelligence) unless those test scores accord with a particular set of restrictions. The same attribute must relate to the same set of observations in the same way in each group (Borsboom, 2006; Mellenbergh, 1989). However, Wechsler (1944) “himself” warned that his Wechsler Bellevue test norms were to be used exclusively for the white population, stating: “Our norms cannot be used for the colored population of the United states. Though we have tested a large number of colored persons, our standardization is based upon white subjects only (pg. 107).” Williams (1972) administered an intelligence test which happened to be normed on the African American population to group of white Americans to illustrate the effects of cultural bias, and norm referencing. In this study it was found that black Americans demonstrated a “clear superiority” of white Americans (p. 11). Do IQ Tests Really Measure…Stupidity?
Research has shown that IQ test scores tend to correlate negatively with scores of practical intelligence (Sternberg, 2001, 2004). Practical intelligence can be described as a person’s ability to apply learned skills and knowledge to everyday, real life tasks; or how to handle challenging situations. There is currently a lot of evidence demonstrating IQ tests to be unable to gauge a person’s overall potential or aptitude for learning (see Bradshaw, 2001; Siegel, 1989; Sternberg & Grigorenko, 2002a). What this means essentially is that a person who scores unusually high on an IQ test may not be an especially great learner (Sternberg, 2001). In fact, high scoring individuals may actually be demonstrating deficits in other areas; particularly in areas involving adaptive behavior or “practical intelligence” (See Sternberg, 2001).
It may also be argued based on the negative correlations observed between Practical Intelligence and IQ scores that those who score moderately or even very poorly on IQ tests may possess important strengths elsewhere. These strengths would relate more closely with adaptive kinds of behaviors and the application of learned skills and knowledge to real life tasks. These practical skills in addition to their full learning capabilities would place people of high Practical intelligence at a distinct advantage over high IQ individuals with respect to most important real life, everyday, tasks. This is because high IQ individuals demonstrate strengths in relationship to the acquisition and retention of knowledge, but are usually weak with respect to putting this knowledge to use in real life practical ways; this is essentially the difference between knowing and doing. Co-incidentally, practical kinds of skills are very similar to the kind of skills and abilities that most Anthropologists and paleoanthropologists credit with helping to make the human species so evolutionarily formidable (Tattersall and Schwartz, 2000; Kuhn and Stiner 1998).
Empirical research has shown Practical intelligence to be a better predictor of numerous real life outcomes. For example, Chawarski (2002), found that among scientists immigrating to Israel from the USSR those who were rated highest on levels of practical intelligence tended to adapt better than those who were not. This study found that higher practical intelligence also tended to predict overall success in research and development jobs; with correlations at times reaching as high as .60 (Chawarski, 2002). Correlations this high are rarely if ever obtained with IQ tests with respect to any criteria, be they academic or real life (Schonemann, 1997c; Bradshaw, 2001). Another study found that teachers of high practical intelligence were rated more effective by their school principals and were better able to handle problematic situations (Grigorenko et al, 2006). While Sternberg (2001) reported that among academics, measures of practical intelligence predict productivity, citation rates, and quality ratings of the institution at which one is teaching over and above those obtained from IQ tests.
A study by Bilalić et al (2007) found when an elite subsample of 23 children was tested for IQ that their scores were not a significant factor in chess skill, and that, if anything, IQ tended to correlate negatively with chess skill. Chess is often considered to be a game which puts heavy demands on one’s cognitive abilities and reasoning skills; requiring forward planning, short and long term strategic considerations and the ability to think dynamically. Thus, negative correlations between IQ scores and chess skills should cast some serious doubt on the value of such tests. One may be left asking, since negative correlations have been observed, which is a better measure of one’s intelligence, chess skill or IQ? Referenced Literature:
Armstrong, T. (1993). Seven Kinds of Smart: Identifying and Developing Your Many Intelligences. New York: Penguin Group.
Arthur, John (2000). Invisible Sojourners: African Immigrant Diaspora in the United States. Prager Westport, CT.
Baldwin J.A., Bell Y.R. (1985). The African Self-Consciousness Scale: An Africentric Personality Questionnaire. Western Journal of Black Studies 1985, p61-68.
Barnes, E. (1972). I.Q. Testing and Minority Children: Imperatives for Change, 1972. National Leadership Institute Teacher Education/Early Childhood. The University of Connecticut, Technical paper, pp. 1-8.
Bilalic M. , , McLeod P., and Gobet F. (2007). Does chess need intelligence? - A study with young chess players. Intelligence Volume 35, Issue 5, September-October 2007, Pages 457-470.
Boone K.B., Victor T.L., Wen J., Razani J, and Marcel Pontón M. (2007). The association between neuropsychological scores and ethnicity, language, and acculturation variables in a large patient population. Archives of Clinical Neuropsychology Volume 22, Issue 3, March 2007, Pages 355-365 Special Issue: Cultural Diversity.
Borsboom D. (2006). When Does Measurement Invariance Matter? Medical Care " Volume 44, Number 11 Suppl 3, November 2006.
Boyd, M. (2002). Educational Attainments of Immigrant Offspring: Success or Segmented Assimilation? International Migration Review 36 (Winter): 1037-1060.
Buj, V. (1981). "Average IQ values in various European countries." Personality and Individual Differences, 2:168-169.
Braaten E.B., Norman D. (2006). Intelligence (IQ) Testing. Pediatrics in Review. 2006;27:403-408.
Bradshaw, J. (2001). Developmental Disorders of the Fronto-Striatal System. Philadelphia: Psychiatric Press.
Bredin J., Kerlirzin Y., Israël I. (2005) . Path integration: is there a difference between athletes and non-athletes? Experimental Brain Research Volume 167, Number 4 / December, 2005.
Brody, N. (1997). Intelligence, schooling, and society. American Psychologist, 52, 1046-1050.
Cadzen, C.B. (1966). Subcultural Differences in Child Language: An Inter-Disciplinary Review. Merrill-Palmer Quarterly, 1955, 12, pp. 185-214.
Capron C., Adrian R. Vetta, Michel Duyme, and Atam Vetta (1999). Misconceptions of biometrical IQists. Current Psychology of Cognition 1999, 18 (2), 115-160.
Capron C, & Vetta A (2001). Familial studies: genetic inferences. International Encyclopedia of the Social and Behavioral Sciences, 8, 5259-5265.
Carraher, T. N., Carraher, D., & Schliemann, A. D. (1985). Mathematics in the streets and in schools. British Journal of Developmental Psychology, 3, 21- 29.
Cassidy S. (2006). Second generation ethnic minorities make 'remarkable progress'. Independent, the (London), Aug 31, 2006.
Ceci S.J. (1991). How Much Does Schooling Influence General Intelligence and Its Cognitive Components? A Reassessment of the Evidence. Developmental Psychology. 1991, Vol. 27, No. 5, 703-722.
Ceci, S. J., & Williams, W. M. (1997). Schooling, intelligence, and income. American Psychologist, 52, 1051-1058.
Charles C.Z, Massey, D.S., Mooney, M. and Kimberly C. Torres, (2007). Black Immigrants and Black Natives Attending Selective Colleges and universities in the United States. American Journal of Education 113 (Feb. 2007).
Chawarski M.C. (2002). Individual differences in practical intelligence and success in immigration. Intelligence Volume 25, Issue 2, 1997, Pages 83-92
Cole, M. (1990). Cognitive development and formal schooling: The evidence from cross-cultural research. In L. C. Moll (ed.), Vygotsky and Education (pp. 89-110). Cambridge: Cambridge University Press.
Cole, M., Gay, J. Glick, J.A., & Sharp, D.W. (1971). The Cultural context of learning and thinking. New York: Basic Books.
Conley, Dalton (1999). Being Black, Living in Red: Race Wealth and Social Policy in America. Berkeley: University of California Press.
Crawford-Nutt. D. (1976). Are black scores on Raven' s Standard Progressive Matrixes an artifact of method of test presentation? Psychologia Africana, 16, 201-206.
Cronbach, L. J. (1949). Essentials of psychological testing (3rd ed., 1970). New York: Harper International Editions.
Cronbach, L. J. (1990). Essentials of psychological testing (5th ed.). New York: Harper & Row.
Cross, T. (1994). Black Africans Now the Most Educated Group in British Society. The Journal of Blacks in Higher Education, No. 3 (spring, 1994), pp.92-93.
Diamond, John B., Antonia Randolph, & James P. Spillane. (2004) "Teachers' Expectations and Sense of Responsibility for Student Learning: The Implications of School Race, Class, and Organizational Habitus." Anthropology and Education Quarterly, 35(1) 75-98.
Diamond, John B. & James P. Spillane. (2004) "High Stakes Accountability in Urban Elementary Schools: Challenging or Reproducing Inequality?" Teachers College Record, Special Issue on Testing, Teaching, and Learning. 106(6): 1140-1171.
DiNucci, James M. (1975). Motor Performance Age and Race Differences between Black and Caucasian Boys Six to Nine Years of Age. The ERIC database, an initiative of the U.S. Department of Education. 1975-02-00.
Dixon, D. (2006). Characteristics of the African Born in the United States. Migration Policy Institute. January, 20, 2006.
Dixon, D. (2005). Characteristics of the European Born in the United States. Migration Policy Institute. February, 2005.
Dustmann, C, Theodoropoulos, N (2006): Ethnic Minority Immigrants and their Children in Britain. Centre for Research and Analysis of Migration, Department of Economics, University College London.
Fagan J.F., Holland C.R. (2002). Equal Opportunity and Racial Differences in IQ: Evidence from Tests of Comprehension. Intelligence Volume 30, Issue 4, July-August 2002, Pages 361-387.
Fagan J.F., Holland C.R. (2007). Racial equality in intelligence: Predictions from a theory of intelligence as processing. Intelligence Volume 35, Issue 4, July-August 2007, Pages 319-334.
Feuerstein, R. & Kozulin, A. (1995). The Bell Curve: Getting the facts straight. Educational Leadership, 52(7), 71-74.
Flynn J.R., Dickens W.T. (2006). Black Americans Reduce the Racial IQ Gap: Evidence from Standardization Samples. Psychological Science, October 2006.
Frank, G., (1983). The Wechsler Enterprise. Pergamum Press, Oxford.
Gardner H. (2000). Intelligence Reframed: Multiple Intelligences for the 21st Century. Basic Books (September 20, 2000).
Guppy, Neil and Scott Davies (1998). Education in Canada: Recent Trends and Future Challenges. Ottawa: Statistics Canada and the Minister of Industry.
Gottfredson, L. S. (1998). The general intelligence factor. Scientific American Presents, 9(4), 24-29.
Gottfredson, L. S. (1986). Societal consequences of the g factor in employment. Journal of Vocational Behavior, 29, 379-410.
Guttman, L.L. (1955). The Determinacy of factor scores matrices with implication for five other basic problems of common factor theory. Br. J. Statistical Psychol. 8, 65-81.
Guttman, L. (1992). The irrelevance of factor analysis for the study of group differences. Multivariate Behavioral Research, 27, 175-204.
Greenfield, P. M. (1997). You can' t take it with you: Why abilities assessments don' t cross cultures. American Psychologist, 52, 1115-1124.
Grigorenko E.L., Sternberg R.J and Strauss, S. (2006). Practical intelligence and elementary-school teacher effectiveness in the United States and Israel: Measuring the predictive power of tacit knowledge. Thinking Skills and Creativity Volume 1, Issue 1, April 2006, Pages 14-33.
Grigorenko E.L., Jarvin J., and Sternberg R.J. (2002). School-Based Tests of the Triarchic Theory of Intelligence: Three Settings, Three Samples, Three Syllabi. Contemporary Educational Psychology Volume 27, Issue 2, April 2002, Pages 167-208.
Hallinan, Maureen T. 1994. Tracking From Theory to Practice . Sociology of Education 67:79-84.
Harrison GA. 1992. Human genetics and variation. In: Harrison GA, Tanner JM, Pilbeam DR, Baker PT, editors. Human biology. Oxford: Oxford University Press. p 145-336.
Hayles, V.R. (1991). African American Strengths: a survey of empirical findings. In R.L. Jones (Ed.), Black Psychology (3rd ed., pp. 379-400). Berkeley, CA: Cobb & Henry Publishers.
Helms, J.E. (1997). The triple quandary of race, culture, and social class in standardized cognitive ability testing. In D.P. Flanagan, J.L. Genshaft, & P.L. Harrison (Eds.), contemporary intellectual assessment: theories, tests, and issues (pp.517-532). New York: Guilford Press.
Helms, J.E. (1992). Why is there no study of cultural equivalence in standardized cognitive ability testing? American Psychologist, 47, 1083-1101.
Herrnstein, R., & Murray, C. (1994). The bell curve. New York: Free Press.
Hilliard, Asa G., III (1995): Testing African American students: special reissue of the Negro Educational Review. Chicago: Third World Press.
Hirsch, J. (1970). Behavior-genetic analysis and its biosocial consequences. Seminar in Psychiatry. 89-105.
Hirsch, J. (1997). The triumph of wishful thinking over genetic irrelevance. Cahiers de Psychologie Cognitive. 16, 711-720.
Hirsch J. (2004). Uniqueness, Diversity, Similarity, Repeatability, and Heritability. International Journal of Comparative Psychology, 2004. 17. 304-314.
Horan R.D., Bulte E., Shogren J.F. (2005). How trade saved humanity from biological exclusion: an economic theory of Neanderthal extinction. Journal of Economic Behavior & Organization Volume 58, Issue 1, September 2005, Pages 1-29.
Jensen, A. R. (1980). Bias in mental testing. New York: Free Press.
Joseph, J. (2004). The Gene Illusion: Genetic Research in Psychiatry and Psychology under the Microscope.
Joseph, J. (2006).The Missing Gene: Psychiatry, Heredity, And the Fruitless Search for Genes.
Jinks, J. L., & Fulker, D. W. (1970). Comparison of the biometrical gene-tical, MAVA, and classical approaches to the analysis of human behavior. Psychological Bulletin, 73, 311-349.
Kamin L.J. (1995). Lies, Damn lies and Statistics. The Bell Curve Wars.
Kamin, L.J. (1974). The Science and Politics of I.Q. John Wiley & Sons, 1974.
Kelly E.E. (1995). All Students Are Not Created Equal: The Inequitable Combination of Property-Tax-Based School Finance Systems and Local Control. Duke Law Journal, Vol. 45, No. 2 (Nov., 1995), pp. 397-435.
Kempthorne, O. (1978). Logical, epistomological and Statistical aspects of nature-nurture, Biometrics, 34, 1-23.
Kempthorne, O. (1997). Heritability: uses and abuses. Genetica 99: 109-112, 1997. Kent, M.M.(2007): Immigration and America's Black Population. Population Bulletin 62, no. 4 (2007).
Kozulin, A. (1998). Profiles of immigrant students' cognitive performance on Raven' s Progressive Matrices. Perceptual and Motor Skills, 87, 1311-1314.
Kuhn, S.L. and M.C. Stiner, (1998). Middle Palaeolithic 'Creativity': Reflections on an Oxymoron, Chap. 9 in: S. Mithen (ed), Creativity in Human Evolution and Prehistory, London: Routledge, pp. 143-164.
Kwate, N (2001). Intelligence or Misorientation? Eurocentrism in the WISC-III. Journal of Black Psychology, Vol. 27, No. 2, 221-238 (2001).
Le, C.N. (2007). "Demographic Characteristics of Immigrants" Asian-Nation: The Landscape of Asian America.
Le, C.N. (2007). "Socioeconomic Statistics & Demographics" Asian-Nation: The Landscape of Asian America.
Lee ST, Nicholls RD, Schnur RE, Guida LC, Lu-Kuo J, Spinner NB, Zackai EH, Spritz RA. Diverse mutations of the P gene among African-Americans with type II (tyrosinase-positive) oculocutaneous albinism (OCA2). Hum Mol Genet. 1994 Nov;3(11):2047-51.
Li Y., Heath A. (2006) Labour market trajectories of minority ethnic groups in Britain: 1972-2005, Presentation at the UPTAP Seminar, LGA, London, 28 November.
Lidz, T., & Blatt, S. (1983). Critique of the Danish-American studies of the biological and adoptive relatives of adoptees who became schizophrenic. American Journal of Psychiatry, 140, 426-435.
Loehlin. J.C. & Nichols, (1976). Heredity, Environment, and Personality. University of Texas Press, Austin and London.
Logan, J.R, Deane, G (2003). Black Diversity in Metropolitan America. Lewis Mumford Center for Comparative Urban Regional Research University Albany.
Mackintosh, N.J. (1998). IQ and Human Intelligence. Oxford: Oxford University Press.
Manly, J. J., Miller, S.W. Heaton, R. K., Byrd, D., Reilly J., Velasquez, R. J., Saccuzzo , D. P., Grant I., and The HIV Neurobehavioral research center (HNRC) group (1998). The effect of African-American acculturation on neuropsychological test performance in normal and HIV-positive individuals. Journal of the International Neuropsychological Society (1998), 4: 291-302 Cambridge University Press.
Marwit S.J., Walker E.F., Marwit K.L. (1977). Reliability of Standard English Differences among Black and White Children at Second, Fourth, and Seventh Grades. Child Development, Vol. 48, No. 4 (Dec., 1977), pp. 1739-1742.
Mellenbergh GJ. (1989). Item bias and item response theory. Int J Ed Res. 1989;13:127-143.
Mithen, S., 1998 (Ed). Creativity in Human Evolution and Prehistory. London: Routledge.
Moehler E., Kagan J., Brunner R., Wiebel A., Kaufmann C. and Resch F. (2006). Association of behavioral inhibition with hair pigmentation in a European sample. Biological Psychology Volume 72, Issue 3, June 2006, Pages 344-346.
Naglieri J.A., Reardon S.M. (1993)Traditional IQ is irrelevant to learning disabilities--intelligence is not. J Learn Disabil. 1993 Feb;26(2):127-33.
Nelson L, et al. (1997). Incidence of idiopathic Parkinson's disease (PD) in a health maintenance organization (HMO): Variations by age, gender, and race/ethnicity. Neurology 1997:A334.
Nijenhuis, J.T., Resing, W., Tolboom, E., and Bleichrodt N. (2004) Short-term memory as an additional predictor of school achievement for immigrant children? Intelligence Volume 32, Issue 2, March-April 2004, Pages 203-213.
Nesbitt, N.F. (2002). African Intellectuals in the Belly of the Beast: Migration, Identity and the Politics of Exile. African Issues 30: 1, 2002.
Obiakor F.E., Utley C.A. (2004). Educating Culturally Diverse Learners with Exceptionalities: A Critical Analysis of the Brown Case. Peabody Journal of Education, Volume 79, Issue 2 March 2004 , pages 141 - 156.
O’Brien G. (2001). Defining Learning Disabilities: What place does intelligence testing have now? Developmental Medicine & Child Neurology 2001, 43: 570–573
Ogbu, J.U., Simons, H.D. (1998). Voluntary and Involuntary Minorities: A Cultural-Ecological Theory of School Performance with Some Implications for Education. Anthropology & Education Quarterly, Vol. 29, No. 2 (Jun., 1998), pp. 155-188
Okano Y., Eisensmith R.C., Dasovich M., Wang T., Güttler F., and Woo S. L. C. (1990). A prevalent missense mutation in Northern Europe associated with hyperphenylalaninaemia. European Journal of Pediatrics Volume 150, Number 5 / March, 1991 p. 347-352
Oliver M. and Shapiro T. (1995). Black Wealth/White Wealth: A New Perspective on Racial Inequality. New York: Routledge
Ostrowsky L. (1999). College dropouts and standardized tests. Academic Questions, Springer New York Volume 12, Number 2 / June, 1999
Owusu-Ankomah 2006. Emigration from Ghana: A Motor or Brake for Development. Keynote Address at the 39th Session of the Commission on Population and Development, New York, USA.
Pattillo-McCoy, Mary (1999). Black Picket Fences: Privilege and Peril Among the Black Middle Class. Chicago: University of Chicago Press.
Richardson, K. (2000). The Making of Intelligence. New York: Columbia University Press.
Richardson K (2002). What IQ tests test. Theory Psychol 12314: 283.
Rispens J, van Yperen TA, van Duijn GA. (1991). The irrelevance of IQ to the definition of learning disabilities: some empirical evidence. J Learn Disabil. 1991 Aug-Sep;24(7):434-8.
Roberts, Sam (2005). More Africans Enter U.S. Than in Days of Slavery. New York Times. February 21, 2005
Roscigno, Vincent, J. 1998. “Race and the Production of Educational Disadvantage.” Social Forces. 76: 1033-60.
Ryan E.L., Baird R., Mindt M.R., Byrd D. et al (2005). Neuropsychological impairment in racial/ethnic minorities with HIV infection and low literacy levels: Effects of education and reading level in participant characterization. Journal of the International Neuropsychological Society (2005), 11: 889-898 Cambridge University Press
Serpell, R. (1979). How specific are perceptual skills? A cross-cultural study of pattern reproduction. British Journal of Psychology, 70, 365– 380.
Serpell Z.N., Boykin A.W., Madhere S., Nasim A. (2006).The Significance of Contextual Factors in African American Students’ Transfer of Learning. Journal of Black Psychology, Vol. 32, No. 4, 418-441 (2006)
Scheib J.E., Gangestad S.W., and Thornhill R. (1999). Facial attractiveness, symmetry and cues of good genes. Proc. R. Soc. Land. B (1999) 266, 1913-1917
Schonemann, P.H., (1990). Environmental versus genetic variance components models for identical twins: A critique of Jinks and Fulker’s reanalysis of the Shield’s data. Cahuers de Psychologie cognitive/EuropeanBulletin of Psychology 10: 451-473
Schonemann, P.H. (1997b). Some new results on hit-rates and base-rates in mental testing. Chinese J. Psychol, 39, 173-192
Schonemann, P.H. (1997a). The rise and fall of Spearman’s hypothesis. Cahier Psychol. Cognitive/Curr. Psychol. Cognition 16, 788-812.
Schonemann P.H., & Schönemann, R. D. (1994). Environmental versus genetic models for Osborne's personality data on identical and fraternal twins. Cahiers de Psychologie Cognitive - Current Psychology of Cognition 13, 141-167.
Schonemann P.H. (1997c). Models and muddles of Heritability. Genetica 99, 97-108 Schmidt, F.L., Ones, D.S, & Hunter J. (1992). Personnel selection. Annual Review of Psychology.
Scully G.W. (1973). Economic Discrimination in Professional Sports Law and Contemporary Problems, Vol. 38, No. 1, Athletics (Winter - Spring, 1973), pp. 67-84 This article consists of 18 page(s).
Selassie, Bereket H. (1996). Washington’s New African Immigrants. In Urban Odyssey: A Multicultural History of Washington D.C. Francine Cuno Cary, ed. Chapter 15 Smithsonian Institution Press.
Shade, B.J. (1991). African American patterns of cognition. In R.L. Jones (Ed.), Black Psychology (3rd ed., pp. 231-247). Berkeley, CA: Cobb & Henry Publishers.
Shuttleworth-Edwards A., Kemp R., Rust A., Muirhead J., Hartman N., Radloff S. (2004). Cross-cultural Effects on IQ Test Performance: A Review and Preliminary Normative Indications on WAIS-III Test Performance. Journal of Clinical and Experimental Neuropsychology (Neuropsychology, Developm, Volume 26, Number 7, October 2004 , pp. 903-920(18)
Siegel, L. S. (1992). An evaluation of the discrepancy definition of dyslexia. Journal of Learning Disabilities, 25, 618–629
Siegel, L. S. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22, 469–478, 486
Stern, W. (1914). The psychological methods of testing intelligence. Baltimore, MD: Warwick & York.
Sternberg, R. J., & Grigorenko, E. L. (1999). A smelly 113° in the shade, or, why we do field research. APS Observer, 12, 1, 10–11, 20–21.
Sternberg, R. J., & Grigorenko, E. L. (2002a). Dynamic testing. New York: Cambridge University Press
Sternberg, R.J., and Williams, W.M. (1997). Does the Graduate Record Examination predict meaningful success in graduate training of psychologists? A case study. American Psychologist 52, 630-641
Sternberg, R. J. (2003a). What is an expert student? Educational Researcher, 32(8), 5–9.
Sternberg, R.J. (2007). Who Are the Bright Children? The Cultural Context of Being and Acting Intelligent. Educational Researcher, Vol. 36, No. 3, 148-155 (2007)
Sternberg, R. J. (1997). Successful intelligence. New York: Plume.
Sternberg, R.J., Torff, B., & Grigrenko, E,L. (1998a). Teaching for successful intelligence raises school achievement. Phi Delta Kappan, 79, 667-669.
Sternberg, R. J. (2001). Intelligence tests as measures of developing expertise. In C. Chiu, F. Salili, & Y. Hong (Eds.) Multiple competencies and self-regulated learning: Implications for multicultural education (pp. 17–27). Greenwich, CT: Information Age Publishing.
Sternberg, R.J. (2001). What should we ask about Intelligence? American Scholar, 65(2), 205–217
Williams D.R. (2005). The Health of U.S. Racial and Ethnic Populations. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences 60:S53-S62 (2005) Tanner C, Goldman S. (1996). Epidemiology of Parkinson's disease. Neurol Clin 1996; 14: 317-335.
Tattersall, I. and J.H. Schwartz (2000). Extinct Humans. New York: Westview Press.
Taylor, H. F. (1980). ''The IQ Game: A Methodological Inquiry into the Heredity-Environment Controversy''. New Brunswick, NJ: Rutgers University Press.
Teng, E. L., Manly J.J (2005). Neuropsychological Testing: Helpful or Harmful? Alzheimer Disease & Associated Disorders. 19(4):267-271, October/December 2005.
The Canadian Encyclopedia (2008). Ethnic Groups: Blacks. Historica Foundation of Canada (all rights reserved)
The Journal of Blacks in Higher Education, No. 26 (Winter, 1999-2000). African Immigrants in the United States are the Nation's Most Highly Educated Group. pp. 60-61doi:10.2307/2999156
The Economist (1996). 339 (7965): 27-28
Tizard, B., Cooperman, A and Tizard, J. (1972) "Enviromental effects on langauge development a study of young children in longstay residential nurseries." Child Development, 43: 342-3
Tzuriell, D. & Kaufman, R. (1999). Mediated learning and cognitive modifiability: Dynamic assessment of young Ethiopian immigrant children to Israel. Journal of Cross-cultural Psychology, 30 (3), 359-380.
Uhlenberg, Jeffery and Kathleen M. Brown (2004). “Racial Gaps in Teachers Perceptions of the Achievement Gap.” Education and Urban Society. 34(4):494-530
U.S. Bureau of the Census, 2000
US Census Bureau, Census 2000. "5% Public Use Microdata Sample."
Valsiner, J. (2000). Culture and human development. Thousand Oaks, CA: Sage
Vellutino, F. R., Scanlon, D., & Lyon, G. R. (2000). Differentiating between difficult to remediate and readily remediated poor readers: More evidence against the IQ-discrepancy definition of reading disability. Journal of Learning Disabilities, 33, 223–238
Vetta, A. (1976). Correction to Fisher's correlations between relatives and environmental effects. Nature, 263, 316-317.
Vetta A. (2002). Discussion on Statistical Modelling and Analysis of Genetic Data.. J. Roy. Statist. Soc. B. 64. 741-742.
Vetta A. and Coureau D. (2003). Demographic Behavior and Behaviour Genetics. Population (English Edition) p 401-428 Volume 58 2003/4-5
Voight BF, Kudaravalli S, Wen X, Pritchard JK (2006): A map of recent positive selection in the human genome. PLoS Biol 4(3): e72.
Wahlsten, D. (1981) Review of The IQ Game by Howard F. Taylor. Behaviorists for Social Action Journal, 3, 33-34.
Wahlsten, D. 1990. Insensitivity of the Analysis of variance to heredity-environment interations. Behavioral and Brain Sciences 13: 109-120
Williams D.R. (2005). The Health of U.S. Racial and Ethnic Populations. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences 60:S53-S62 (2005).
Williams R.L. (1972). The BITCH-100: A Culture-Specific Test. Paper presented at the American Psychological Association Annual Convention, Honolulu, Hawaii, September 1972.
Wilson A. (1978). Developmental Psychology of the Black Child. Africana Research Publications (December 1978).
CIA World Factbook, 2004; Yearbook of immigration Statistics, 2003
-------------------- L Writes: Posts: 1502 | From: Dies Irae | Registered: Oct 2010
| IP: Logged |
quote:Originally posted by AFROCENTRICSMASHER: Let us examine historical accomplishments, the below are all achievements of white civilizations, lets see what the afronuts have to compare.
posted
Whites are no smarter than blacks. In fact, on average, blacks are by nature, much better equipped for intelligence than whites (Albinos). Jews, on the other hand, seem to have achieved an evolutionary leap in deception and manipulation.
Posts: 2403 | Registered: Feb 2010
| IP: Logged |
posted
The rabbit felt mighty important that day On top of the hill in the sun where he lay. He felt SO important up there on that hill That he started in bragging, as animals will And he boasted out loud, as he threw out his chest, "Of all of the beasts in the world, I'm the best! On land, and on sea…even up in the sky No animal lives who is better than I!"
"What's that?" growled a voice that was terribly gruff. "Now why do you say such ridiculous stuff?" The rabbit looked down and he saw a big bear. "I'm best of the beasts," said the bear. :And so there!"
"You're not!" snapped the rabbit. "I'm better than you!" "Pooh!" the bear snorted. "Again I say Pooh! You talk mighty big, Mr. Rabbit. That's true. But how can you prove it? Just what can you DO?"
"Hmmmm…" thought the rabbit, "Now what CAN I do…?" He thought and he thought. Then he finally said, "Mr. Bear, do you see these two ears on my head? My ears are so keen and so sharp and so fine No ears in the world can hear further than mine!"
"Humpf!" the bear grunted. He looked at each ear. "You say they are good," said the bear with a sneer, "But how do I know just how far they can hear?"
"I'll prove," said the rabbit, "my ears are the best. You sit there and watch me. I'll prove it by test." Then he stiffened his ears till they both stood up high And pointed straight up at the blue of the sky. He stretched his ears open as wide as he could. "Shhh! I am listening!" he said as he stood. He listened so hard that he started to sweat And the fur on his ears and his forehead got wet.
For seven long minutes he stood. Then he stirred And he said to the bear, "Do you know what I heard? Do you see that far mountain…? It's ninety miles off. There's a fly on that mountain. I just heard him cough! Now the cough of a fly, sir, is quite hard to hear When he's ninety miles off. But I heard it quite clear. So you see," bragged the rabbit, "It's perfectly true That my ears are the best, so I'm better than you!"
The bear, for a moment, just sulked as he sat For he know that his ears couldn't hear things like that. "This rabbit," he thought, "made a fool out of me. Now I've got to prove that I'm better than he." So he said to the rabbit, "You hear pretty well. You can hear ninety miles. But how far can you smell? I'm the greatest of smellers," he bragged. "See my nose? This nose on my face is the finest that grows. My nose can smell anything, both far and near. With my nose I can smell twice as far as you hear!"
"You can't!" snapped the rabbit. "I can!" growled the bear And he stuck his big nose 'way up high in the air. He wiggled that nose and he sniffed and he snuffed. He waggled that nose and he whiffed and he whuffed. For more than ten minutes he snaff and he snuff. Then he said to the rabbit, "I've smelled far enough."
"All right," said the rabbit. "Come on now and tell Exactly how far is the smell that you smell?"
"Oh, I'm smelling a very far smell," said the bear. "Away past that fly on that mountain out there. I'm smelling past many great mountains beyond Six hundred miles more to the edge of a pond."
"And 'way, 'way out there,-by the pond you can't see, Is a very small farm. On the farm is a tree. On the tree is a branch. On the branch is a nest, A very small nest where two tiny eggs rest. Two hummingbird eggs! Only half an inch long! But my nose," said the bear, "is so wonderfully strong, My nose is so good that I smelled without fail That the egg on the left is a little bit stale! And that is a thing that no rabbit can do. So you see," the bear boasted, "I'm better than you! My smeller's so keen that it just can't be beat…"
"What's that?" called a voice From 'way down by his feet. The bear and the rabbit looked down at the sound, And they saw an old worm crawling out of the ground.
"Now, boys," said the worm, "You've been bragging a lot. You both think you're great. But I think you are not. You're not half as good as a fellow like me. You hear and you smell. But how far can you SEE? Now, I'm here to prove to you big boasting guys That your nose and your ears aren't as good as my eyes!"
And the little old worm cocked his head to one side And he opened his eyes and he opened them wide. And they looked far away with a strange sort of stare. As if they were burning two holes in the air. The eyes of that worm almost popped from his head. He stared half an hour till his eyelids got red. "That's enough!" growled the bear. "Tell the rabbit and me How far did you look and just what did you see?"
"Well, boys," the worm answered, "that look that I took Was a look that looked farther than you'll ever look! I looked 'cross the ocean, 'way out to Japan. For I can see farther than anyone can. There's no one on earth who has eyesight that's finer. I looked past Japan. Then I looked across China. I looked across Egypt; then took a quick glance Across the two countries of Holland and France. Then I looked acr5oss England and, also, Brazil. But I didn't stop there. I looked much farther still.
"And I kept right on looking and looking until I'd looked 'round the world and right back to this hill! And I saw on this hill, since my eyesight's so keen, The two biggest fools that have ever been seen! And the fools that I saw were none other than you, Who seem to have nothing else better to do Than sit here and argue who's better than who!"
Then the little old worm gave his head a small jerk And he dived in his hole and went back to his work.
posted
Interesting double standard. Ethiopians, Nubians and other Horn Africans have one of the lowest IQ rates in Africa. Some on this board claim that they are White people (Caucasians). In fact, if we took all the so called Caucasians in the world and looked at IQ as a whole they would really a lot lower on the IQ chart. But ah, then, when it comes to IQ of the so called Aethiopids they are suddenly Black Africans again.
-------------------- Across the sea of time, there can only be one of you. Make you the best one you can be. Posts: 4028 | From: NW USA | Registered: May 2005
| IP: Logged |
posted
In the struggle for survival all living organisms develop strategies that aid them in their quest for survival.
If you look at Nature films you would see that animals use all kinds of tactics and strategies that some would say show "smartness". Examples: hyenas never hunt alone--as tigers do--but hunt in packs so they could bring down much bigger prey. Lions are strong and powerful but are not very efficient runners. So in order to bring down the swifter animals like gazelles, and the stronger animals like buffalo, they[the lions] hunt in groups and with smart strategy.
So "smartness" has to do with how smart are your strategies in gaining what you seek and being able to outdo your rivals in the process.
If blacks/Africans are just as smart a s whites then black strategies have to change because in competing with whites for the world's resources and competing with whites for control of ideas and their applications blacks/Africans fall woefully short.
The resources that blacks have at their disposal are generally not used by blacks themselves but by whites and others who then make those resources--now transformed into finished products--available to the blacks but at high prices.
Africans/blacks show poor "smartness" when they are so easily coopted to fight for white interests. Example: in WWI and WWII blacks/Africans were sent off--some eagerly--to fight for white nations independence in Europe and Asia, but they dod not seize the opportunity to use the weapons they were given to fight against their colonial oppressors.
In the struggle to control the human mind blacks have been easily snookered by whites and their religions. This is not smart. Blacks/Africans in the Western hemisphere were originally shipped out to work to make white nations economically successful. The treatment received in the process was often very brutal and abusive--yet such blacks still cling to the whites expecting justice from them. They even continue to embrace their oppressors' oppressive religions; they also still carry those names with which they were branded by their oppresors. Where is the smartness there?
Cooperation when one is weak is a sign of smartness--so what to make of blacks/Africans not seeing the potential payoff with cooperation--just like hyenas and lions.
Multiply the above 100 times and you will see that in this world where the law of nature is the struggle for dominance and survival by any strategies possible--the "smartness" of blacks/Africans vis a vis whites and others leaves a lot to be desired.
Posts: 5492 | Registered: Nov 2004
| IP: Logged |
posted
^ lack of a discrimination gene due to high diversity amongst Africans.
Simply put, Europeans recognize their homogenous nature and protect it in such a way that they act more unified. This has a lot of benefits as well as weaknesses. So far the benefits out weigh the weakness because they are able to be more unified and this makes them harder to defeat. WWII is obviously a weakness of there unity.
Blacks are not unified and do not recognize each other in terms of preferential treatment, trust, or even goodwill. That is because we are not a single people genetically. There are more differences between a Bantu and a SAN than between a European and a Chinese person. Tribal groups living right next to each other can have 80K years differences genetically.
Besides, Whites intentionally destroyed Black culture in the Americas to prevent us from being unified. We also didn't help because we don't have the genes to be so discriminatory.
So it is really a nature of being diverse not an issue of smartness.
-------------------- Across the sea of time, there can only be one of you. Make you the best one you can be. Posts: 4028 | From: NW USA | Registered: May 2005
| IP: Logged |
quote:Originally posted by MelaninKing: I'm sure, not the same as you.
What is intelligence?
Finally someone has asked a good question: "what is intlligence". People forget that intelligence is simply the ability to adapt, learn, reason and understand. As a result, intelligence relates to how one interacts with their environment. The ability to make sense of their universe. Their individual space.
For example, a farmer knowns how to farm because overtime s/he learned the seeds one needs to grow edible plants, s/he reasoned that these plants grew best in this or that environment and soil depending on varying cycles of weather, this helped him/her to understand how crops grow.
An IQ test has nothing at all to do with intelligence. This test only illustrates what book knowledge (reading and mathematics) you have learned. It can never record one's intelligence because your score depends on how much "schooling or tutoring" you have recieved prior to the test. Europeans usually attend better schools than Americas minorities, so naturally they will do better on the test.
Moreover scores from a test only record your performance on a that test at that time, because the results can be influenced by numerous factors including test preparation, state of health, fatigue and etc.
In my graduate level learning class I always remind my students that the only way I can truely determine what they have learned is by teaching them something and then slicing their brain to determine the number of new synapses resulting from my instruction. But I remind them that this is impossible because their loved ones, hopefully, would not stand for it.
It is important to teach them this fact, because as teachers we often put too much emphasis on test so we can produce grades. And as teachers, they should understand that what we get from the results of a student's completion of a test is only an approximation of what the student knows based on their performance on that test. As a result, an IQ test tells us nothing about the "intelligence" of the individual taking the test. This measure only shows their performance on a particular IQ test.
An IQ test is just a "feel good" measure used to fatten the Euronut's ego. This is why people with the highest IQ's rarely contribute anything significant to civilization and society. It is the people who have the ability to adapt, learn, reason and understand how to tame their environment/universe who are truely intelligenct.
As a result, people are most intelligent when they have mastered their environment, are healthy,able to grow , and increase in number.
quote:Originally posted by MelaninKing: I'm sure, not the same as you.
What is intelligence?
Finally someone has asked a good question: "what is intlligence". People forget that intelligence is simply the ability to adapt, learn, reason and understand. As a result, intelligence relates to how one interacts with their environment. The ability to make sense of their universe. Their individual space.
For example, a farmer knowns how to farm because overtime s/he learned the seeds one needs to grow edible plants, s/he reasoned that these plants grew best in this or that environment and soil depending on varying cycles of weather, this helped him/her to understand how crops grow.
An IQ test has nothing at all to do with intelligence. This test only illustrates what book knowledge (reading and mathematics) you have learned. It can never record one's intelligence because your score depends on how much "schooling or tutoring" you have recieved prior to the test. Europeans usually attend better schools than Americas minorities, so naturally they will do better on the test.
Moreover scores from a test only record your performance on a that test at that time, because the results can be influenced by numerous factors including test preparation, state of health, fatigue and etc.
In my graduate level learning class I always remind my students that the only way I can truely determine what they have learned is by teaching them something and then slicing their brain to determine the number of new synapses resulting from my instruction. But I remind them that this is impossible because their loved ones, hopefully, would not stand for it.
It is important to teach them this fact, because as teachers we often put too much emphasis on test so we can produce grades. And as teachers, they should understand that what we get from the results of a student's completion of a test is only an approximation of what the student knows based on their performance on that test. As a result, an IQ test tells us nothing about the "intelligence" of the individual taking the test. This measure only shows their performance on a particular IQ test.
An IQ test is just a "feel good" measure used to fatten the Euronut's ego. This is why people with the highest IQ's rarely contribute anything significant to civilization and society. It is the people who have the ability to adapt, learn, reason and understand how to tame their environment/universe who are truely intelligenct.
As a result, people are most intelligent when they have mastered their environment, are healthy,able to grow , and increase in number.
.
EXACTLY!!!
Note the commonality of both IQ and Genetic testing. They are both designed to provide the same illusions to justify conclusions based on non-realistic and tailored analysis. I suppose there could be some element of usefulness to IQ testing, however it should be viewed for what it really is, a partial LIMITED Assay tool mainly useful for measuring assimilation (resemblance of thought to designers; Jews) related knowledge.
Posts: 2403 | Registered: Feb 2010
| IP: Logged |
posted
^ it is interesting that African Jews of Southern Morroco and Western Sahara have the highest IQ of the African nations.
;-)
My Mother graduated from High School when she was 16. Had her BA by the time she was 19. Always the top of her class. She has an IQ of a 154. So it holds true for even Black Jews.
-------------------- Across the sea of time, there can only be one of you. Make you the best one you can be. Posts: 4028 | From: NW USA | Registered: May 2005
| IP: Logged |
Your analysis has many holes in it. For starters, the genetic lineages of Europe is more diverse than that of Africans. As proof consider the title of Brian Sykes's book on the MtDNA of Europeans. The title is The 7 Daughters of Eve. And on the Y DNA we have a set of haplotypes with their permuatations such as R, I, E, J, and others.
In terms of conflict, Europeans have been feuding among themselves since since the days of Caesar and before. It's only after WWII that the fighting has ceased in relative terms.
On the African side the vast majority of groups are some form of E. In general terms either E3a or E3b. The San constitute less than 1% of Africa's 1 billion population.
On the one hand you say that blacks don't have some kind of "discrimination gene"--whatever that could be--yet you say blacks lack unity.
Again, smartness is not about IQ tests--which even though they are designed for modern Western culture--do correlate with certain cognitive skills. Examples: In the West the highest IQs are scored--on average--by graduates of physics and philosophy. This stands to reason because such subjects require reinforcing skills in pure reasoning powers. But it is those "pure reasoning" powers that are used by "those who think for the West" in the competitive game among nations and peoples for access to the world's resources[of whatever nature].
But putting aside IQ tests and scores, it is smart to recognise when you have to cooperate and when not. It is smart to recognise that you must use your own resources for your own consumption rather than handing them over to others to sell back to you. It is smart to recognise that it is just dumb to steal money from your own region then dump it in the banks of your competitors.
In other words, smartness in a practical way means knowing how to compete effectively with ones competitors.
Take the case of China: at one time it was almost overrun by England when it tried to drug the Chinese into submission during the Opium wars and later by stooges like Sun Yat Sen Whatever mistakes Mao may have made, the Chinese people will always revere him because he turned the Western tide back. Now they are making unified decisions as they compete internationally.
In other words, they are just being smart as they compete with the West. On the other hand, blacks/Africans are not even thinking about how to be smart. They[the leaders] are thinking instead about how to be liked by the West and how to cooperate with them. So in the basic sense who is smarter now?
Posts: 5492 | Registered: Nov 2004
| IP: Logged |
quote: Your analysis has many holes in it. For starters, the genetic lineages of Europe is more diverse than that of Africans. As proof consider the title of Brian Sykes's book on the MtDNA of Europeans. The title is The 7 Daughters of Eve. And on the Y DNA we have a set of haplotypes with their permuatations such as R, I, E, J, and others.
Are you trying to say that Whites are more diverse than Blacks? You are not a junior poster, why would you imply such?
quote: In terms of conflict, Europeans have been feuding among themselves since since the days of Caesar and before. It's only after WWII that the fighting has ceased in relative terms.
Agreed, but that was not my point. NW Europeans recognize others as being of the same race. Go to Africa and you will see that the Tutsi think they are of a different race than the Hutu and Pygmy. The Cushites think they are a different race. The Fulani consider themselves different. You might say they are hyper-discriminatory and just the reverse of what I said. However, in this case the discrimination gene should have helped them recognize their likeness compared to outsiders.
quote: On the African side the vast majority of groups are some form of E. In general terms either E3a or E3b. The San constitute less than 1% of Africa's 1 billion population.
You are talking about haplogroups and not taking into account genetics as a whole. We are a very diverse people.
quote: On the one hand you say that blacks don't have some kind of "discrimination gene"--whatever that could be--yet you say blacks lack unity.
I would say Blacks lack unity because they don't see each other as the same because we are not. We are an extremely diverse group of people in terms of phenotype and this makes it easy to divide and conquer us.
quote: Again, smartness is not about IQ tests--which even though they are designed for modern Western culture--do correlate with certain cognitive skills. Examples: In the West the highest IQs are scored--on average--by graduates of physics and philosophy. This stands to reason because such subjects require reinforcing skills in pure reasoning powers. But it is those "pure reasoning" powers that are used by "those who think for the West" in the competitive game among nations and peoples for access to the world's resources[of whatever nature].
But putting aside IQ tests and scores, it is smart to recognise when you have to cooperate and when not. It is smart to recognise that you must use your own resources for your own consumption rather than handing them over to others to sell back to you. It is smart to recognise that it is just dumb to steal money from your own region then dump it in the banks of your competitors.
In other words, smartness in a practical way means knowing how to compete effectively with ones competitors.
Take the case of China: at one time it was almost overrun by England when it tried to drug the Chinese into submission during the Opium wars and later by stooges like Sun Yat Sen Whatever mistakes Mao may have made, the Chinese people will always revere him because he turned the Western tide back. Now they are making unified decisions as they compete internationally.
In other words, they are just being smart as they compete with the West. On the other hand, blacks/Africans are not even thinking about how to be smart. They[the leaders] are thinking instead about how to be liked by the West and how to cooperate with them. So in the basic sense who is smarter now?
Africans are a divide people. Whites only helped to encourage that.
Posts: 4028 | From: NW USA | Registered: May 2005
| IP: Logged |
posted
Are whites smarter than blacks? Yes, a great deal smarter. We need more black people involved in helping educate young black people instead of thinking about nonsense like the idea of a black Egypt. The problems that need to be solved exist today and seeing yourself as a victim does not help.
Posts: 2036 | From: Texas | Registered: Sep 2009
| IP: Logged |
quote:Originally posted by Hammer: Are whites smarter than blacks? Yes, a great deal smarter. We need more black people involved in helping educate young black people instead of thinking about nonsense like the idea of a black Egypt. The problems that need to be solved exist today and seeing yourself as a victim does not help.
Hi, I am new to this forum, but I have been reading it for quite some time. I have read many of your posts on different threads, and I fell the need to ask you; are you retarded, or are you saying foolish things to troll? From what I have seen, you and your other "troll" friends have been "debunked" time and time again, but you, for some strange reason, think you have won? I think you have a serious case of negro-phobia Posts: 1502 | From: Dies Irae | Registered: Oct 2010
| IP: Logged |
posted
what a silly post. Another moron who simply calls anyone who disagrees with him a troll. No sane person believes black people are anywhere near as smart as whites. Check out Detroit Michigam or Washington DC public schools. Have you actually every tried to teach anyone?
Posts: 2036 | From: Texas | Registered: Sep 2009
| IP: Logged |
quote:Originally posted by Hammer: what a silly post. Another moron who simply calls anyone who disagrees with him a troll. No sane person believes black people are anywhere near as smart as whites. Check out Detroit Michigam or Washington DC public schools. Have you actually every tried to teach anyone?
Actually, I disagree with you, because, based on the numerous posts I have seen, you are an idiot, who has been made a fool of every time. I do not understand... you think whites are smarter than blacks no matter what? Also, thank you for proving my point, by saying black schools are poorer. Environment and cultural surroundings play a dominant role, but if you want to think white are smarter go ahead. What do you think determines intelligence though? Brain size perhaps?
Posts: 1502 | From: Dies Irae | Registered: Oct 2010
| IP: Logged |
quote:Originally posted by Hammer: what a silly post. Another moron who simply calls anyone who disagrees with him a troll. No sane person believes black people are anywhere near as smart as whites. Check out Detroit Michigam or Washington DC public schools. Have you actually every tried to teach anyone?
based on the numerous posts I have seen, you are an idiot, who has been made a fool of every time.
That just about describes our American Hammer to the "T". He is consistent though.
Posts: 2403 | Registered: Feb 2010
| IP: Logged |
posted
Calabooz, First of all you need to stay on topic. The question was are whites smarter than blacks, not WHY are whites smarter than blacks. On the first question every person on this board knows whites are smarter than blacks and whether you want to admit it you know that as well.
Does that mean every white person is smarter than blacks, no. Does it mean that there are not some very smart blacks out there doing great things, no. It is a general question that asks for a general answer.
As for the question you raised, I agree. there are many reasons why whites are smarter than blacks and culture and enviroment do play a major role. It is a complicated question and making blacks into victims, as many of you insist on doing, is not the solution.
Posts: 2036 | From: Texas | Registered: Sep 2009
| IP: Logged |
posted
I don't agree whites are smarter than blacks. You got to be shitting me. If whites are smarter than blacks, why are there such high rates of suicides in the white community as opposed to the black community? It is overwhelming.
Do you really have to be smarter than an aerospace engineer to eat a fuckking .357 magnum? Yeah, right. Quite the contrary.
What about the other schools in this country? I would put my money on a little black girl any day than a little white boy.
You don't even believe that super bullshitt whites are smarter than blacks.
Posts: 36 | Registered: Sep 2010
| IP: Logged |
posted
o rational person would believe that whites are not smarter than blacks. the only real conversation here is what if anything can be done about it. Your point about suicide has nothing to do with the topic at all.
Posts: 2036 | From: Texas | Registered: Sep 2009
| IP: Logged |
posted
the question are whites smarter than blacks is a dumb question. We have to look at individuals. Then we have to look at the reason somebody asks a particular question.
Safety in numbers?
Posts: 42919 | From: , | Registered: Jan 2010
| IP: Logged |
quote:Are you trying to say that Whites are more diverse than Blacks? You are not a junior poster, why would you imply such?
Osirion, I don't think you understand the concept of "African genetic diversity" very well at all. The concept refers not to phenotype per se but to genes on chromosomes. Because Africans have been in Africa longer than any other group elsewhere you will note that the ACGT chromosomal arrangements on the different African genomes show more interpersonal variation than elsewhere. That's all. And you seem to forget that all non-African groups also had forbears in Africa. In fact, if you take random Africans from anywhere on the continent I don't think the observed phenotypical differences between them would be greater than those between East Asians and Europeans.
Posts: 5492 | Registered: Nov 2004
| IP: Logged |
posted
actually lioness the question has some value IF a person is going to ask it to begin to try to solve problems. Low IQ levels in black communities are a problem but as with all problems there is room for improvement.
Posts: 2036 | From: Texas | Registered: Sep 2009
| IP: Logged |
quote:Originally posted by Hammer: Calabooz, First of all you need to stay on topic. The question was are whites smarter than blacks, not WHY are whites smarter than blacks. On the first question every person on this board knows whites are smarter than blacks and whether you want to admit it you know that as well.
Does that mean every white person is smarter than blacks, no. Does it mean that there are not some very smart blacks out there doing great things, no. It is a general question that asks for a general answer.
Whites are not "smarter than blacks", in the sense you are thinking of. If you are talking about IQ, than that has been explained time and time again, I honestly do not believe how retarded you people are. I have been looking through Egyptsearch, and I found this topic so many times... and it has been explained so many times... only low IQ idiots such as yourself bring it up repeatedly.
As for the question you raised, I agree. there are many reasons why whites are smarter than blacks and culture and enviroment do play a major role. It is a complicated question and making blacks into victims, as many of you insist on doing, is not the solution.
quote:Originally posted by Hammer: Calabooz, First of all you need to stay on topic. The question was are whites smarter than blacks, not WHY are whites smarter than blacks. On the first question every person on this board knows whites are smarter than blacks and whether you want to admit it you know that as well.
Does that mean every white person is smarter than blacks, no. Does it mean that there are not some very smart blacks out there doing great things, no. It is a general question that asks for a general answer.
As for the question you raised, I agree. there are many reasons why whites are smarter than blacks and culture and enviroment do play a major role. It is a complicated question and making blacks into victims, as many of you insist on doing, is not the solution.
^^ My bad... Whites are not "smarter than blacks", in the sense you are thinking of. If you are talking about IQ, than that has been explained time and time again, I honestly do not believe how retarded you people are. I have been looking through Egyptsearch, and I found this topic so many times... and it has been explained so many times... only low IQ idiots such as yourself bring it up repeatedly. I did not raise a question, I pointed out a fact, that cultural and environmental surroundings play a dominant role. How in away way am I trying to make blacks a victim, when it is a fact that many of them live in **** areas? ttp://www.africaresource.com/index.php?option=com_content&view=article&id=528:race-intelligence-and-iq-are-blacks-smarter-than-whites&catid=105:genetics&Itemid=360
Read the essay I posted, that I got from that site.
Posts: 1502 | From: Dies Irae | Registered: Oct 2010
| IP: Logged |
posted
You do not even agree with what you are saying. There is not a person on this board who does not believe whites are smarter than blacks, regardless of what they might say here. In the west blacks make up the poorest, most dependent group of people in the national body. Their kids consistently do poorly on standardized tests and most of their schools are gang infested hell holes. They make up a huge portion of the prison population and their teen pregnancy rate is double the national average. Good god man, look at Hati.
Posts: 2036 | From: Texas | Registered: Sep 2009
| IP: Logged |
quote:Originally posted by Hammer: You do not even agree with what you are saying. There is not a person on this board who does not believe whites are smarter than blacks, regardless of what they might say here. In the west blacks make up the poorest, most dependent group of people in the national body. Their kids consistently do poorly on standardized tests and most of their schools are gang infested hell holes. They make up a huge portion of the prison population and their teen pregnancy rate is double the national average. Good god man, look at Hati.
Hammer - By now you must know my standard response to nonsense like this:
White Boy hoping and Dreaming, while stroking his little pink thing.
Posts: 22721 | Registered: Oct 2005
| IP: Logged |
posted
problem is Mike, you are exactly the people we are talking about here. All you do is throw turds, that is as far as you can go.
Posts: 2036 | From: Texas | Registered: Sep 2009
| IP: Logged |
quote:Originally posted by Hammer: problem is Mike, you are exactly the people we are talking about here. All you do is throw turds, that is as far as you can go.
Now, now, Hammer, you know that isn't true. If you had made a specific charge, I would have Nuked you, just like I always Nuke White boys who have the audacity to make such statements.
But since all you said was the usual White Boy Dreaming, while stroking his little pink thing nonsense, there really wasn't anything to debunk.
If you would care to be more specific, I would be very happy to stick something hard up your pink backside and light it with truth.
Posts: 22721 | Registered: Oct 2005
| IP: Logged |
posted
For those who say I.Q. tests are biased, in favor of whites, explain how Asians out-perform whites. This is where you dumbdumb Afroturds drop the ball in your argument.
Posts: 2025 | Registered: Dec 2009
| IP: Logged |
posted
Gigantic - As far as I know, the complaint seems to be that the WHITE MANS IQ tests, which are administered by the WHITE MAN, are geared to children REARED in the WHITE MANS environment.
Owning to the WHITE MANS well known track record of racism, exploitation, and LYING, you must see how these complaints have merit.
As to Asians, they have made themselves into unimaginative ROBOTS, in the chase for parity with the WHITE MAN.
Whereas Black people routinely say: FUCH THE WHITE MAN, and his BULLSH1T!
So to settle things: Please post a test, lets all see what the fuss is about.
Posts: 22721 | Registered: Oct 2005
| IP: Logged |
OVERVIEW I.Q. or intelligence quotient is a general assessment of your ability to think and reason. Your I.Q. score is actually an indication of how you compare in this ability with the majority of people in your age group. A rating of 100, for example, means that, as compared to the majority of other people in your age group, you have a normal rate of intelligence. Most psychologists consider those falling in the range of 95-105 as having a normal or average I.Q.
Since it is difficult to pinpoint with absolute accuracy, your actual I.Q. may vary 5 points either way from your test score. In addition, there are many factors that may affect your scoring. If you are tired, ill or distracted, your score may be affected. Finally, there are many abilities which are not measured by I.Q. testing. For example, I.Q. does not measure musical talent, manual dexterity, or a variety of other abilities. However, I.Q. testing does give you an important indication of your ability to think, reason and solve problems. This is critical to your success in life.
INSTRUCTIONS The IQ Test is comprised of 3 sections containing 20 questions each. Be sure to view your results at the end of this test.
Section 1
Which one of the five is least like the other four? Tiger Snake Bear Dog Cow
If you rearrange the letters "BARBIT", you would have the name of a: Ocean Country State City Animal
Which one of the five designs makes the best comparison?
A. B. C. D. E.
Which one of the five is least like the other four? Potato Bean Carrot Corn Apple
Which one of the five designs makes the best comparison?
A. B. C. D. E.
John, twelve years old, is three times as old as his brother. How old will John be when he is twice as old as his brother? 15 16 18 20 21
Which one of the five makes the best comparison? Brother is to sister as niece is to: Mother Daughter Aunt Uncle Nephew
Which one of the five letters is least like the other four? A Z F N E
Which one of the five makes the best comparison? Milk is to glass as letter is to: Stamp Pen Envelope Book Mail
Which one of the five is least like the other four?
A. B. C. D. E.
Which one of the five choices makes the best comparison? LIVE is to EVIL as 5232 is to: 2523 3252 2325 3225 5223
"If some Smaugs are Thors and some Thors are Thrains, then some Smaugs are definitely Thrains." True False Neither
Which one of the five is least like the other four?
A. B. C. D. E.
Which one of the five makes the best comparison? Tree is to ground as chimney is to: Smoke Brick Sky Garage House
Which one of the numbers does not belong in the following series? 9 - 7 - 8 - 6 - 7 - 5 - 6 - 3
9 7 8 6 7 5 6 3
Which one of the four is least like the other four? Touch Taste Hear Smile See
Which one of the five designs makes the best comparison?
A. B. C. D. E.
Jack is taller than Peter, and Bill is shorter than Jack. Which of the following statements would be more accurate?
Bill is taller than Peter Peter is taller than Bill Bill is as tall as Peter It is impossible to tell whether Bill or Peter is taller
Which one the five is least like the other four? Stocking Dress Shoe Purse Hat
Which one of the five makes the best comparison? CAACCAC is to 3113313 as CACAACAC is to: 13133131 13133313 31311131 31311313 31313113
Section 2
If you rearrange the letters "RAPIS", you would have the name of a: Ocean City Country State Animal
Which one of the designs is least like the other four?
A. B. C. D. E.
Which one of the five makes the best comparison? Bullet is to gun as ball is to: Bat Slingshot Cannon Pitcher Catapult
"If some Bifurs are Bofurs and all Gloins are Bofurs, then some Bifurs are definitely Gloins." This statement is: True False Neither
Which one of the designs is least like the other four?
A. B. C. D. E.
Which one of the letters does not belong is the following series: A - D - G - I - J - M - P - S
A D G I J M P S
Which one of the five designs makes the best comparison?
A. B. C. D. E.
The price of an article was cut 20% for a sale. By what percent must the discounted item be increased to again sell the article at the original price? 15% 20% 25% 30% 35%
Which one of the five is least like the other four? Brass Copper Iron Tin Lead
Which one of the five designs makes the best comparison?
A. B. C. D. E.
Which one of the five is least like the other four? Bottle Cup Tub Funnel Bowl
Mary had a number of cookies. After eating one, she gave half the remainder to her sister. After eating another cookie, she gave half of what was left to her brother. Mary now had only five cookies left. How many cookies did she start with? 11 22 23 45 46
Which one of the five is least like the other four? Wheat Hay Barley Oats Rice
Which one of the numbers does not belong is the following series? 2 - 3 - 6 - 7 - 8 - 14 - 15 - 30
2 3 6 7 8 14 15 30
Which one of the five designs makes the best comparison?
A. B. C. D. E.
"A spaceship received three messages in a strange language from a distant planet. The astonauts studied these messages and found that "Elros Aldarion Elendil" means "Danger Rocket Explosion" and "Edain Mnyatur Elros" means "Danger spaceship Fire" and "Aldarion Gimilzor Gondor" means "Bad Gas Explosion" What does "Elendil" mean? Danger Explosion Rocket Gas Nothing
Which one of the five is least like the other four?
A. B. C. D. E.
Which one of the five makes the best comparison? Belt is to buckle as shoe is to: Sock Toe Foot Lace Sole
Which one of the five designs is least like the other four?
A. B. C. D. E.
John received 41 cents change from a puchase in the drugstore. If he received six coins, three of the coins had to be: Pennies Nickels Dimes Quarters Half Dollars
Section 3
Which one of the five designs is least like the other four?
A. B. C. D. E.
If you rearrange the letters "MANGERY", you would have the name of a: Ocean Country State City Animal
Which one of the five makes the best comparison? Hand is to mitten as foot is to: Leg Toe Shoe Pants Hands
"If all Wargs are Twerps and no Twerps are Gollums, then no Gollums are definitely Wargs." This statement is: True False Neither
Which one of the five is least like the other four? Horse Zebra Kanagaroo Deer Donkey
Which one of the designs does not belong in the following series?
A. B. C. D. E.
Which one of the five makes the best comparison? Finger is to hand as leaf is to: Tree Branch Flower Twig Bark
John's mother sent him to the store to get 9 large cans of peaches. John could only carry 2 cans at a time. How many trips to the store did John have to make? 4 4 1/2 5 5 1/2 9
Which one of the five designs is least like the other four?
A. B. C. D. E.
Which one of the five make the best comparison? Foot is to knee as hand is to: Elbow Finger Toe Shoulder Arm
Which one of the five designs is least like the other four?
A. B. C. D. E.
Mary was both 13th highest and 13th lowest in a spelling contest. How many people were in the contest? 13 25 26 27 28
Which one of the five makes the best comparison? Water is to ice as milk is to: Honey Cheese Cereal Coffee Cookie
Which one of the numbers does not belong in the following series? 1 - 2 - 5 - 10 - 13 - 26 - 29 - 48
1 2 5 10 13 26 29 48
Which one of the five is least like the other four? Ham Liver Salmon Pork Beef
"If all Fleeps are Sloops and all Sloops are Loopies, then all Fleeps are definitely Loopies." This statement is: True False Neither
Which one of the five designs makes the best comparison?
A. B. C. D. E.
Which one of the five is least like the other four? Inch Mile Yard Foot Acre
Which one of the five designs makes the best comparison?
A. B. C. D. E.
A fish has a head 9" long. The tail is equal to the size of the head plus one-half the size of the body. The body is the size of the head plus the tail. How long is the fish? 27" 54" 63" 72" 81"
Posts: 22721 | Registered: Oct 2005
| IP: Logged |
posted
This is why you Afroturds will never be taken seriously. Look at this ridiculous excuse. Do you honestly think anyone with intelligence should entertain this nonsense? So I guess those Chinese in China, rich in traditional culture, somehow are trying to be "white."
You are a green turd that comes out after eating some real disagreeable food.
quote:Originally posted by Mike111: As to Asians, they have made themselves into unimaginative ROBOTS, in the chase for parity with the WHITE MAN.
Whereas Black people routinely say: FUCH THE WHITE MAN, and his BULLSH1T!
posted
^As I suspected, these tests are not only geared for White kids reared in a certain environment. But also requires that the children be trained BEFORE-HAND in abstract thinking, as such thinking is NOT natural and normal in a child of ANY race. Now we know why White people spend so much money on pre-test tutoring and test preparation. Its not surprising that the White man uses his power to stack the deck - quite normal actually.
Of course, dis-advantaged people don't have the money for such things. But it's no loss, while the White man brags about his intelligence based on these bullsh1t tests, he is getting his ass kicked in the real world by people who don't give a fuch about his contrived measures of intelligence - and that's where it REALLY counts.
So White Boys, please do continue hoping and Dreaming, while stroking your little pink things. The rest of the world is working on REAL things in the meantime.
I leave you all with a little ditty by the great Sparrow; as he waxes poetic on his experiences with the White mans education.
quote:Originally posted by Gigantic: This is why you Afroturds will never be taken seriously. Look at this ridiculous excuse. Do you honestly think anyone with intelligence should entertain this nonsense? So I guess those Chinese in China, rich in traditional culture, somehow are trying to be "white."
You are a green turd that comes out after eating some real disagreeable food.
See there Gigantic, that's why sensible people laugh at you ignorant lying and fuching stupid Albinos.
You dumb fuch, they are talking about AMERICAN ASIANS!!! ASS-HOLE!
Posts: 22721 | Registered: Oct 2005
| IP: Logged |
quote:Originally posted by Hammer: You do not even agree with what you are saying. There is not a person on this board who does not believe whites are smarter than blacks, regardless of what they might say here. In the west blacks make up the poorest, most dependent group of people in the national body. Their kids consistently do poorly on standardized tests and most of their schools are gang infested hell holes. They make up a huge portion of the prison population and their teen pregnancy rate is double the national average. Good god man, look at Hati.
I think you are an idiot Yes, blacks live in very poor areas, and they go to **** schools, which further PROVES that cultural and environmental surroundings play a dominant role. If you grew up, in a poor neighborhood, with terrible schools, terrible surroundings etc., you would have an IQ lower than what you have now (if that is even possible).
Posts: 1502 | From: Dies Irae | Registered: Oct 2010
| IP: Logged |
posted
These guys are like children. Instead of dealig with the deep and serious problems in black communities people like Mike want to be victims and blame everyone else for their problems. That is where all this black egypt crap comes from.
Posts: 2036 | From: Texas | Registered: Sep 2009
| IP: Logged |
posted
Your argument falls apart with Asian children. Yall just can't explain the counfounding Asian variable, except dumb assinine replies like Mike's. Asian children raised in poor environments, yet they still out-perform white counterparts raised in affluent neighborhoods. Your theory is flawed.
quote:Originally posted by Calabooz: I think you are an idiot Yes, blacks live in very poor areas, and they go to **** schools, which further PROVES that cultural and environmental surroundings play a dominant role. If you grew up, in a poor neighborhood, with terrible schools, terrible surroundings etc., you would have an IQ lower than what you have now (if that is even possible). [/QB]
posted
^Understanding that some members of the forum may be unsure as to what I meant by "The tests are geared for White kids reared in a certain environment."
Most simply put: intelligence is a measure of a persons "Problem Solving" ability. But it does not exist in a vacuum; childhood is the period of time, in which a person learns about his environment. Adulthood is when that person is expected to put all that he has learned together, in order to survive on his own.
Let me give an example:
Lets take a little White boy out of a London suburb, and put him and a little San boy out in the Kalahari desert alone.
As the little White boy out of a London suburb, stumbles and fumbles about, trying to find food and water, the little San boy would surely think that he is the stupidest child in the world.
But is he really? Of course not, he just has NO TRAINING or EXPERIENCE in THAT environment!
Just wanted to be clear on that: And to make clear, just how fuched-up White people are, for trying to run such bullsh1t on people.
Come to think about it, what WOULD you expect from defectives? MK is right, it DOES effect the brain.
Posts: 22721 | Registered: Oct 2005
| IP: Logged |
UBBFriend: Email this page to someone!
![[Razz]](tongue.gif)
![[Big Grin]](biggrin.gif)
![[Cool]](cool.gif)
Printer-friendly view of this topic